Learning With E-books and Project-based Strategy in a Community Health Nursing Course.

PubMed

Sung, Tien-Wen; Wu, Ting-Ting

2018-03-01

With advances in information technology, "information-assisted instruction" has been gradually introduced to nursing education curricula. Specifically, the integration of an e-book system can effectively enhance nursing students' attention and interest. Most studies on nursing education that incorporated e-books have focused on the advantages of convenience and assistance provided by e-books. Few studies have addressed community health nursing and off-campus practice activities in relation to suitable teaching strategies for learning activities. This study involved designing and planning a multimedia e-book learning system with a project-based learning activity that conforms to the curriculum and practical requirements of a community health nursing course. The purpose was to reduce the gap between theory and practice and realize an effective learning process. For learning evaluations, a final examination analysis with an independent sample t test; a scoring scheme with intrateam, interteam, and expert ratings; and Bloom's taxonomy-based analysis were conducted. The evaluation results indicated that the comprehension and learning abilities of the experimental group using the e-book system with a mobile device were effectively improved. In addition, the exploratory process involved in project-based learning can develop multiple cognitive skills and problem-solving ability, thereby realizing effective learning.

Research Trends in the Study of ICT Based Learning Communities: A Bibliometric Analysis

ERIC Educational Resources Information Center

Hernández, Jonathan Bermúdez; Chalela, Salim; Arias, Jackeline Valencia; Arias, Alejandro Valencia

2017-01-01

The current opportunities to develop and acquire knowledge in the network, Information and Communications Technology (ICT) play a major role in the learning process. This research offers a bibliometric analysis in order to examine the state of the research activity carried out in relation to the learning communities based on ICT. The indicators…

The Learning Fund: Income Generation through NFE. Technical Note No. 22.

ERIC Educational Resources Information Center

Iskander, Anwas; And Others

The Learning Fund Program sponsored by PENMAS, the Indonesian Directorate of Community Education, successfully uses community-based learning activities to promote entrepreneurship and managerial skills among Indonesia's rural poor. Currently, the program integrates the learning, financial, and equipment resources necessary to help over 5,400 small…

"Classroom in Community: Serving the Elderly People, Learning from Senior Citizens" Community-Based Service Learning for Secondary Schools Students in Hong Kong

ERIC Educational Resources Information Center

Kwok-bong, Chan

2009-01-01

Background: In recent years, more and more secondary schools in Hong Kong begin to employ service learning in designing student learning activities. A vast majority of these attempts is developed based on the philanthropic ideas of altruism, love and care; it involves serving elderly people living in the elderly homes far away from the school…

34 CFR 675.45 - Allowable costs, Federal share, and institutional share.

Code of Federal Regulations, 2010 CFR

2010-07-01

... education, financial self-help, and community service-learning opportunities. (3) Carry out activities in... programs including— (i) Community-based work-learning-service alternatives that expand opportunities for community service and career-related work; and (ii) Alternatives that develop sound citizenship, encourage...

Exploratory Investigation of the Effects of Interest-Based Learning on the Development of Young Children with Autism

ERIC Educational Resources Information Center

Dunst, Carl J.; Trivette, Carol M.; Masiello, Tracy

2011-01-01

The influences of child participation in interest-based learning activities on the development of 17 preschoolers with autism was the focus of this brief report. The children's mothers identified their children's interests and the everyday family and community activities that provided opportunities for interest-based learning. Parents then…

An Examination of Effective Professional Development Characteristics in Professional Learning Communities

ERIC Educational Resources Information Center

Strickland, Crystal Y.

2013-01-01

The purpose of this quantitative study was to investigate the extent to which professional development practices in professional learning communities are consistent with research-based principles of effective professional development. Additionally, the study investigated potential differences in the content focus, active learning, coherence, and…

Proposal for a community-based disaster management curriculum for medical school undergraduates in Saudi Arabia.

PubMed

Bajow, Nidaa; Djalali, Ahmadreza; Ingrassia, Pier Luigi; Ageely, Hussein; Bani, Ibrahim; Della Corte, Francesco

2015-01-01

Health professional preparedness is a key element of disaster response; overall there is a need for increased disaster medicine training worldwide. The objective of this study was to design and develop a curriculum in community-based disaster medicine for Saudi Arabian medical undergraduates. A structured five-step approach was used to develop a curriculum. Expert stakeholders from the Saudi Arabian and international disaster medicine communities were surveyed to determine objectives and content. Learning strategies were carefully considered to maximize participation and retention. Particular attention was paid to equipping learners with the teaching skills required to promote disaster preparedness in their local communities. The course consists of 2 weeks of classroom activities followed by 8 weeks of e-learning structured within five domains of disaster medicine. The curriculum introduces core principles in emergency medicine, public health, and disaster management. Simulations, experiential activities, case studies, and role-playing activities are all used to promote higher levels of cognitive engagement. Special content addresses the adult-learning process, and students design their own community-based seminars in disaster preparedness. The curriculum is designed to promote learning in disaster medicine. Given the paucity of disaster medicine educators in the region, student graduates of this program would be able to improve disaster preparedness in Saudi Arabia by launching their own community-based disaster preparedness initiatives. The program could also be adapted for use throughout the Middle East.

Engaging the Deaf American sign language community: lessons from a community-based participatory research center.

PubMed

McKee, Michael; Thew, Denise; Starr, Matthew; Kushalnagar, Poorna; Reid, John T; Graybill, Patrick; Velasquez, Julia; Pearson, Thomas

2012-01-01

Numerous publications demonstrate the importance of community-based participatory research (CBPR) in community health research, but few target the Deaf community. The Deaf community is understudied and underrepresented in health research despite suspected health disparities and communication barriers. The goal of this paper is to share the lessons learned from the implementation of CBPR in an understudied community of Deaf American Sign Language (ASL) users in the greater Rochester, New York, area. We review the process of CBPR in a Deaf ASL community and identify the lessons learned. Key CBPR lessons include the importance of engaging and educating the community about research, ensuring that research benefits the community, using peer-based recruitment strategies, and sustaining community partnerships. These lessons informed subsequent research activities. This report focuses on the use of CBPR principles in a Deaf ASL population; lessons learned can be applied to research with other challenging-to-reach populations.

Community Based Learning with Adults: Bridging Efforts in Multiple Sectors

ERIC Educational Resources Information Center

Holland, Barbara; Robinson, Gail

2008-01-01

In this article, the authors explore the diverse ways in which community based learning strategies are used to enhance further development of adults, raising their levels of educational attainment and increasing their involvement in public and civic activities. There are two social and demographic dynamics at the heart of this topic: the aging…

Active Learning in a Math for Liberal Arts Classroom

ERIC Educational Resources Information Center

Lenz, Laurie

2015-01-01

Inquiry-based learning is a topic of growing interest in the mathematical community. Much of the focus has been on using these methods in calculus and higher-level classes. This article describes the design and implementation of a set of inquiry-based learning activities in a Math for Liberal Arts course at a small, private, Catholic college.…

Learning in a Physics Classroom Community: Physics Learning Identity Construct Development, Measurement and Validation

NASA Astrophysics Data System (ADS)

Li, Sissi L.

At the university level, introductory science courses usually have high student to teacher ratios which increases the challenge to meaningfully connect with students. Various curricula have been developed in physics education to actively engage students in learning through social interactions with peers and instructors in class. This learning environment demands not only conceptual understanding but also learning to be a scientist. However, the success of student learning is typically measured in test performance and course grades while assessment of student development as science learners is largely ignored. This dissertation addresses this issue with the development of an instrument towards a measure of physics learning identity (PLI) which is used to guide and complement case studies through student interviews and in class observations. Using the conceptual framework based on Etienne Wenger's communities of practice (1998), I examine the relationship between science learning and learning identity from a situated perspective in the context of a large enrollment science class as a community of practice. This conceptual framework emphasizes the central role of identity in the practices negotiated in the classroom community and in the way students figure out their trajectory as members. Using this framework, I seek to understand how the changes in student learning identity are supported by active engagement based instruction. In turn, this understanding can better facilitate the building of a productive learning community and provide a measure for achievement of the curricular learning goals in active engagement strategies. Based on the conceptual framework, I developed and validated an instrument for measuring physics learning identity in terms of student learning preferences, self-efficacy for learning physics, and self-image as a physics learner. The instrument was pilot tested with a population of Oregon State University students taking calculus based introductory physics. The responses were analyzed using principal component exploratory factor analysis. The emergent factors were analyzed to create reliable subscales to measure PLI in terms of physics learning self-efficacy and social expectations about learning. Using these subscales, I present a case study of a student who performed well in the course but resisted the identity learning goals of the curriculum. These findings are used to support the factors that emerged from the statistical analysis and suggest a potential model of the relationships between the factors describing science learning and learning identity in large enrollment college science classes. This study offers an instrument with which to measure aspects of physics learning identity and insights on how PLI might develop in a classroom community of practice.

Problem-Based Learning and Civic Engagement in Undergraduate Education

ERIC Educational Resources Information Center

Keegan, Louise C.; Losardo, Angela; McCullough, Kim C.

2017-01-01

Problem-based learning and civic engagement are complementary constructivist andragogical approaches that emphasize active learning by guiding students to develop their own understanding and knowledge of a topic through experience and reflection. By providing examples of clinical cases and community-based experiences, these approaches can enhance…

Career Activity File K-12: School-Based Enterprise.

ERIC Educational Resources Information Center

2000

School-Based Enterprises or SBEs provide work-based learning opportunities to students in communities lacking business and industry involvement. SBEs promote discovery learning and student responsibility in the learning process. They expose students to creative thinking, problem solving, planning and organizational skills, and teamwork. SBEs help…

Improving College and Career Readiness through Challenge-Based Learning

ERIC Educational Resources Information Center

Shuptrine, Carl

2013-01-01

High school students in an Advanced Video class addressed the challenge of increasing community awareness. Students followed a challenge-based learning model developing guiding questions and activities to determine solutions for implementation. Literature supported the use of project-based learning that fostered partnerships outside of the…

Applying lessons learned in communities to programs and policies at the federal level.

PubMed

Chang, Debbie I

2006-01-01

As solutions to the problems of the uninsured are debated, there are lessons to be learned from community-based initiatives. Such efforts can provide information on different models as well as key political lessons. Defining the specific role that community efforts play is also critical. Actively involving community stakeholders of such community initiatives in health care policy debates will result in more workable policies.

Engaging the Deaf American Sign Language Community: Lessons From a Community-Based Participatory Research Center

PubMed Central

McKee, Michael; Thew, Denise; Starr, Matthew; Kushalnagar, Poorna; Reid, John T.; Graybill, Patrick; Velasquez, Julia; Pearson, Thomas

2013-01-01

Background Numerous publications demonstrate the importance of community-based participatory research (CBPR) in community health research, but few target the Deaf community. The Deaf community is understudied and underrepresented in health research despite suspected health disparities and communication barriers. Objectives The goal of this paper is to share the lessons learned from the implementation of CBPR in an understudied community of Deaf American Sign Language (ASL) users in the greater Rochester, New York, area. Methods We review the process of CBPR in a Deaf ASL community and identify the lessons learned. Results Key CBPR lessons include the importance of engaging and educating the community about research, ensuring that research benefits the community, using peer-based recruitment strategies, and sustaining community partnerships. These lessons informed subsequent research activities. Conclusions This report focuses on the use of CBPR principles in a Deaf ASL population; lessons learned can be applied to research with other challenging-to-reach populations. PMID:22982845

Innovation in collaborative health research training: the role of active learning.

PubMed

Poole, Gary; Egan, John P; Iqbal, Isabeau

2009-03-01

This paper describes and discusses the essential pedagogical elements of the Partnering in Community Health Research (PCHR) program, which was designed to address the training needs of researchers who participate in collaborative, interdisciplinary health research. These elements were intended to foster specific skills that helped learners develop research partnerships featuring knowledge, capabilities, values and attitudes needed for successful research projects. By establishing research teams called "clusters", PCHR provided research training and experience for graduate students and post-doctoral fellows, as well as for community health workers and professionals. Pedagogical elements relied on active learning approaches such as inquiry-based and experience-based learning. Links between these elements and learning approaches are explained. Through their work in cluster-based applied research projects, the development of learning plans, and cross-cluster learning events, trainees acquired collaborative research competencies that were valuable, relevant and theoretically informed.

The Role of Transformational Learning in Women's Leadership Development

ERIC Educational Resources Information Center

Suby-Long, Sallie

2012-01-01

Based on the theory of transformational learning, the purpose of this study was to conduct survey research with women graduates of two community-based leadership development programs to determine what characteristics describe transformational learning among women participants and to identify what learning activities and experiences may foster…

An inter-institutional collaboration: transforming education through interprofessional simulations.

PubMed

King, Sharla; Drummond, Jane; Hughes, Ellen; Bookhalter, Sharon; Huffman, Dan; Ansell, Dawn

2013-09-01

An inter-institutional partnership of four post-secondary institutions and a health provider formed a learning community with the goal of developing, implementing and evaluating interprofessional learning experiences in simulation-based environments. The organization, education and educational research activities of the learning community align with the institutional and instructional reforms recommended by the Lancet Commission on Health Professional Education for the 21st century. This article provides an overview of the inter-institutional collaboration, including the interprofessional simulation learning experiences, instructor development activities and preliminary results from the evaluation.

34 CFR 380.5 - What activities may the Secretary fund under community-based supported employment projects?

Code of Federal Regulations, 2014 CFR

2014-07-01

... development, including work site modification and use of advanced learning technology for skills training. (3...-based supported employment projects? 380.5 Section 380.5 Education Regulations of the Offices of the... the Secretary fund under community-based supported employment projects? (a) Authorized activities. The...

34 CFR 380.5 - What activities may the Secretary fund under community-based supported employment projects?

Code of Federal Regulations, 2012 CFR

2012-07-01

... development, including work site modification and use of advanced learning technology for skills training. (3...-based supported employment projects? 380.5 Section 380.5 Education Regulations of the Offices of the... the Secretary fund under community-based supported employment projects? (a) Authorized activities. The...

34 CFR 380.5 - What activities may the Secretary fund under community-based supported employment projects?

Code of Federal Regulations, 2013 CFR

2013-07-01

... development, including work site modification and use of advanced learning technology for skills training. (3...-based supported employment projects? 380.5 Section 380.5 Education Regulations of the Offices of the... the Secretary fund under community-based supported employment projects? (a) Authorized activities. The...

Action-learning collaboratives as a platform for community-based participatory research to advance obesity prevention.

PubMed

Bazos, Dorothy A; Schifferdecker, Karen E; Fedrizzi, Rudolph; Hoebeke, Jaime; Ruggles, Laural; Goldsberry, Yvonne

2013-01-01

Although process elements that define community-based participatory research (CBPR) are well articulated and provide guidance for bringing together researchers and communities, additional models to implement CBPR are needed. One potential model for implementing and monitoring CBPR is Action Learning Collaboratives (ALCs); short term, team-based learning processes that are grounded in quality improvement. Since 2010, the Prevention Research Center at Dartmouth (PRCD) has used ALCs with three communities as a platform to design, implement and evaluate CBPR. The first ALC provided an opportunity for academia and community leadership to strengthen their relationships and knowledge of respective assets through design and evaluation of community-based QI projects. Building on this work, we jointly designed and are implementing a second ALC, a cross-community research project focused on obesity prevention in vulnerable populations. An enhanced community capacity now exists to support CBPR activities with a high degree of sophistication and decreased reliance on external facilitation.

Learning Genetics through an Authentic Research Simulation in Bioinformatics

ERIC Educational Resources Information Center

Gelbart, Hadas; Yarden, Anat

2006-01-01

Following the rationale that learning is an active process of knowledge construction as well as enculturation into a community of experts, we developed a novel web-based learning environment in bioinformatics for high-school biology majors in Israel. The learning environment enables the learners to actively participate in a guided inquiry process…

K-5 Educators' Perceptions of the Role of Speech Language Pathologists

ERIC Educational Resources Information Center

Hatcher, Karmon D.

2017-01-01

Rarely is a school-based speech language pathologist (SLP) thought of as an active contributor to the achievement of students or to the learning community in general. Researchers have found benefits for students when members of the learning community collaborate, and the SLP should be a part of this community collaboration. This qualitative case…

Stepping up and Out: Strategies for Promoting Feminist Activism within Community Service-Learning

ERIC Educational Resources Information Center

Rojas, Maythee

2014-01-01

This essay provides a critical analysis of the Community Service-Learning in Women's Issues (CSLWI) course and its impact on California State University, Long Beach (CSULB) students and the Long Beach community-based organizations (CBOs) that they worked with between 2008 and 2013. Specifically, it offers a pedagogical approach to creating…

Rethinking women's learning and empowerment in Kenya: Maasai village women take initiative

NASA Astrophysics Data System (ADS)

Takayanagi, Taeko

2016-12-01

This study investigates the activities of a village-based literacy centre in Kenya and explores the benefits of community development activities on women's well-being in Africa. Through the analysis of the stories of two Maasai women who had experienced adult literacy learning, the author discovered that: (1) the literacy instructor had inadequate in-service teacher training support from the government; (2) these women were using a space generated by collaborative informal learning through the literacy centre to improve their families' and community's well-being; and (3) these women gained empowerment through community development activities organised by the literacy centre. The author concludes that grassroots literacy and informal learning have been effective in improving the quality of life for the village women, and should be encouraged and supported by external agencies.

Professional Development as a Catalyst for Change in the Community College Science Classroom: How Active Learning Pedagogy Impacts Teaching Practices as Well as Faculty and Student Perceptions of Learning

ERIC Educational Resources Information Center

Harmon, Melissa Cameron

2017-01-01

Active learning, an engaging, student-centered, evidence-based pedagogy, has been shown to improve student satisfaction, engagement, and achievement in college classrooms. There have been numerous calls to reform teaching practices, especially in science, technology, engineering, and math (STEM); however, the utilization of active learning is…

Active Learning in Engineering Education: a (re)introduction

NASA Astrophysics Data System (ADS)

Lima, Rui M.; Andersson, Pernille Hammar; Saalman, Elisabeth

2017-01-01

The informal network 'Active Learning in Engineering Education' (ALE) has been promoting Active Learning since 2001. ALE creates opportunity for practitioners and researchers of engineering education to collaboratively learn how to foster learning of engineering students. The activities in ALE are centred on the vision that learners construct their knowledge based on meaningful activities and knowledge. In 2014, the steering committee of the ALE network reinforced the need to discuss the meaning of Active Learning and that was the base for this proposal for a special issue. More than 40 submissions were reviewed by the European Journal of Engineering Education community and this theme issue ended up with eight contributions, which are different both in their research and Active Learning approaches. These different Active Learning approaches are aligned with the different approaches that can be increasingly found in indexed journals.

Discussing Active Learning from the Practitioner's Perspective

ERIC Educational Resources Information Center

Bamba, Priscilla

2015-01-01

The purpose of this paper is to present an overview of how active learning took place in a class containing specific readings,cooperative and collaborative group work, and a writing assignment for college students at a Northern Virginia Community College campus (NVCC). Requisite knowledge, skills, learner characteristics, brain-based learning, and…

Teaching Service Learning in the Geosciences: An On the Cutting Edge Workshop Report

NASA Astrophysics Data System (ADS)

Bruckner, M. Z.; Laine, E. P.; Mogk, D. W.; O'Connell, S.; Kirk, K. B.

2010-12-01

Service learning is an instructional method that combines community service and academic instruction within the context of an established academic course. It is a particularly effective approach that uses active and experiential learning to develop the academic skills required of a course of study and to simultaneously address authentic community needs. Service learning projects can energize and motivate students by engaging a sense of civic responsibility by working in concert with community partners. The geosciences provide abundant opportunities to develop service learning projects on topics related to natural hazards, resources, land use, water quality, community planning, public policy, and education (K-12 and public outreach). To explore the opportunities of teaching service learning in the geosciences, the On the Cutting Edge program convened an online workshop in February 2010. The goals of the workshop were to: 1) introduce the principles and practices of effective service learning instructional activities; 2) provide examples of successful service learning projects and practical advice about "what works;" 3) provide participants with the opportunity to design, develop, and refine their own service learning courses or projects; 4) develop collections of supporting resources related to the pedagogy of service learning; and 5) support a community of scholars interested in continued work on service learning in the geoscience curriculum. The workshop consisted of a series of web-based synchronous and asynchronous sessions, including presentations from experienced practitioners of service learning, panel discussions, threaded discussions, and editable web pages used to develop new material for the website. Time was also provided for small group and individual work and for participants to peer-review each others' service learning projects and to revise their own activities based on reviewer comments. Insights from the workshop were integrated into new web pages that can help others implement service learning projects in their own institutions and communities. Online resources developed by the workshop participants, conveners, and supporting staff include an assemblage of online and print resources, a searchable collection of peer-reviewed examples of service learning projects, a tutorial on using the "8-Block Model" to design and implement a service learning project, tips on finding service learning partners, advice on motivating students, departments and the community, and example assessment instruments. Faculty are encouraged to submit their own examples of additional service learning projects in the geosciences. The entire workshop program, resources and activities are available online at: http://serc.carleton.edu/NAGTWorkshops/servicelearning/index.html

[Community immersion program at Geneva medical school: a fifteen-year experience].

PubMed

Chastonay, Philippe; Klohn, Axel Max; Zesiger, Véronique; Soguel, Ludivine; Kabengele, Emmanuel; Vu, Nu Viet; Bernheim, Laurent

2013-02-20

Over the past decades there have been many new developments in medical education due to new public health challenges and to new learning theories. Medical schools throughout the world have adapted to these challenges in adopting community-based learning activities, an approach that the World Health Organization has promoted. The aim of the present article is to describe the characteristics, as well as the evolution, of such a community-based training program which has been implemented over 15 years at the Faculty of medicine of the University of Geneva and to present some evaluation data addressing students' perception, achievement of learning objectives as well as interactions between students and the community.

Instructional Technology and Learning Resource Center-Based Community Education.

ERIC Educational Resources Information Center

Brown, James W.

A survey of nonformal community education activities was conducted to determine specific use of media for identified educational and informational purposes. The results presented in this report are intended to provide resource information to professionals and paraprofessionals who ultimately may be employed in Learning Resource Center-Based…

Using Cognitive Maps to Promote Self-Managed Learning in Online Communities of Inquiry

ERIC Educational Resources Information Center

Peacock, Susi; Cowan, John

2016-01-01

As online learners become more diverse and less well-prepared individually, particular help is required when transitioning into new, online learning environments, requiring engagement in collaborative, community-based educational activities. Cognitive maps provide one tool for tutors to support individuals in navigating the unfamiliar maze of…

Building Civic Bridges: Community-Centered Action Civics

ERIC Educational Resources Information Center

LeCompte, Karon; Blevins, Brooke

2015-01-01

Project-based learning is an example of powerful social studies learning in which student engage in active inquiry. Action civics is a relatively new educational practice in which students "act as citizens" through a cycle of research, action, and reflection about problems they care about in their community. "Building Civic…

Active Semi-Supervised Community Detection Based on Must-Link and Cannot-Link Constraints

PubMed Central

Cheng, Jianjun; Leng, Mingwei; Li, Longjie; Zhou, Hanhai; Chen, Xiaoyun

2014-01-01

Community structure detection is of great importance because it can help in discovering the relationship between the function and the topology structure of a network. Many community detection algorithms have been proposed, but how to incorporate the prior knowledge in the detection process remains a challenging problem. In this paper, we propose a semi-supervised community detection algorithm, which makes full utilization of the must-link and cannot-link constraints to guide the process of community detection and thereby extracts high-quality community structures from networks. To acquire the high-quality must-link and cannot-link constraints, we also propose a semi-supervised component generation algorithm based on active learning, which actively selects nodes with maximum utility for the proposed semi-supervised community detection algorithm step by step, and then generates the must-link and cannot-link constraints by accessing a noiseless oracle. Extensive experiments were carried out, and the experimental results show that the introduction of active learning into the problem of community detection makes a success. Our proposed method can extract high-quality community structures from networks, and significantly outperforms other comparison methods. PMID:25329660

Effective collaborative learning in biomedical education using a web-based infrastructure.

PubMed

Wu, Yunfeng; Zheng, Fang; Cai, Suxian; Xiang, Ning; Zhong, Zhangting; He, Jia; Xu, Fang

2012-01-01

This paper presents a feature-rich web-based system used for biomedical education at the undergraduate level. With the powerful groupware features provided by the wiki system, the instructors are able to establish a community-centered mentoring environment that capitalizes on local expertise to create a sense of online collaborative learning among students. The web-based infrastructure can help the instructors effectively organize and coordinate student research projects, and the groupware features may support the interactive activities, such as interpersonal communications and data sharing. The groupware features also provide the web-based system with a wide range of additional ways of organizing collaboratively developed materials, which makes it become an effective tool for online active learning. Students are able to learn the ability to work effectively in teams, with an improvement of project management, design collaboration, and technical writing skills. With the fruitful outcomes in recent years, it is positively thought that the web-based collaborative learning environment can perform an excellent shift away from the conventional instructor-centered teaching to community- centered collaborative learning in the undergraduate education.

Learning from experience: three community health population-based outreach projects for graduate and undergraduate students.

PubMed

D'Lugoff, Marion Isaacs; McCarter, Jeanne

2005-01-01

Three outreach activities by a school of nursing, in partnership with community agencies, provided learning experiences in primary and secondary preventive health care for graduate and undergraduate nursing students while addressing health needs in the community. The activities included administration of immunizations to a newly arrived Somali Bantu refugee population, targeted screening of an African-American population at risk for diabetic retinopathy, and general health screening for an underserved Hispanic immigrant population. These activities lend insight and depth to a community health curriculum by allowing students to provide needed services while engaging with culturally diverse clients of varying socioeconomic status. Learner objectives, resources, processes and outcomes are provided for each example.

Conceptualisation of knowledge construction in community service-learning programmes in nursing education.

PubMed

Mthembu, Sindi Z; Mtshali, Fikile G

2013-01-01

Practices in higher education have been criticised for not developing and preparing students for the expertise required in real environments. Literature reports that educational programmes tend to favour knowledge conformation rather than knowledge construction; however, community service learning (CSL) is a powerful pedagogical strategy that encourages students to make meaningful connections between the content in the classroom and real-life experiences as manifested by the communities. Through CSL, learning is achieved by the active construction of knowledge supported by multiple perspectives within meaningful real contexts, and the social interactions amongst students are seen to play a critical role in the processes of learning and cognition. This article reflects facilitators’ perspective of the knowledge construction process as used with students doing community service learning in basic nursing programmes. The aim of this article was to conceptualise the phenomenon of knowledge construction and thereby provide educators with a shared meaning and common understanding, and to analyse the interaction strategies utilised by nurse educators in the process of knowledge construction in community service-learning programmes in basic nursing education. A qualitative research approach based on a grounded theory research design was used in this article. Two nursing education institutions were purposively selected. Structured interviews were conducted with 16 participants. The results revealed that the knowledge construction in community service-learning programmes is conceptualised as having specific determinants, including the use of authentic health-related problems, academic coaching through scaffolding, academic discourse-dialogue, interactive learning in communities of learners, active learning, continuous reflection as well as collaborative and inquiry-based learning. Upon completion of an experience, students create and test generated knowledge in different contextual health settings. It was concluded that knowledge is constructed by students as a result of their interaction with the communities in their socio-cultural context and is mediated by their prior concrete experiences. The implication of this is that students construct knowledge that can be applied in their future work places.

Improved Student Learning through a Faculty Learning Community: How Faculty Collaboration Transformed a Large-Enrollment Course from Lecture to Student Centered

PubMed Central

Elliott, Emily R.; Reason, Robert D.; Coffman, Clark R.; Gangloff, Eric J.; Raker, Jeffrey R.; Powell-Coffman, Jo Anne; Ogilvie, Craig A.

2016-01-01

Undergraduate introductory biology courses are changing based on our growing understanding of how students learn and rapid scientific advancement in the biological sciences. At Iowa State University, faculty instructors are transforming a second-semester large-enrollment introductory biology course to include active learning within the lecture setting. To support this change, we set up a faculty learning community (FLC) in which instructors develop new pedagogies, adapt active-learning strategies to large courses, discuss challenges and progress, critique and revise classroom interventions, and share materials. We present data on how the collaborative work of the FLC led to increased implementation of active-learning strategies and a concurrent improvement in student learning. Interestingly, student learning gains correlate with the percentage of classroom time spent in active-learning modes. Furthermore, student attitudes toward learning biology are weakly positively correlated with these learning gains. At our institution, the FLC framework serves as an agent of iterative emergent change, resulting in the creation of a more student-centered course that better supports learning. PMID:27252298

Community College Faculty Attitudes and Concerns about Student Learning Outcomes Assessment

ERIC Educational Resources Information Center

Fontenot, Janet Smith

2012-01-01

The purpose of this study was to identify the attitudes and concerns community college faculty have about student learning outcomes assessment and to further explore the relationship between these factors and faculty levels of involvement in assessment activities. Combining the conceptual frameworks of the concerns-based adoption Model (CBAM) and…

Lifelong Learning and the New Economy: Rhetoric or Reality?

ERIC Educational Resources Information Center

Cruikshank, Jane

2007-01-01

Historically, lifelong learning (under the name adult education) in Canada had a broad base and covered a wide variety of purposes and activities. Many programs included social, community and social justice visions and worked to strengthen local communities. However, with the advent of the so-called New Economy, this has changed. Canadian…

Active Learning through Service-Learning

ERIC Educational Resources Information Center

Goldberg, Lynette R.; Richburg, Cynthia McCormick; Wood, Lisa A.

2006-01-01

Service-learning (SL) is a relatively new pedagogical approach to facilitate student learning at the university level. In SL, students enrolled in an academic course provide a needed service to a community partner. Through guided reflection, students link classroom-based, theoretical knowledge with clinical applications. Students' active…

Active Learning in an Introductory Meteorology Class

NASA Astrophysics Data System (ADS)

Marchese, P. J.; Bluestone, C.

2007-12-01

Active learning modules were introduced to the primarily minority population in the introductory meteorology class at Queensborough Community College (QCC). These activities were developed at QCC and other 4 year colleges and designed to reinforce basic meteorological concepts. The modules consisted of either Interactive Lecture Demonstrations (ILD) or discovery-based activities. During the ILD the instructor would describe an experiment that would be demonstrated in class. Students would predict what the outcome would be and compare their expected results to the actual outcome of the experiment. In the discovery-based activities students would learn about physical concepts by performing basic experiments. These activities differed from the traditional lab in that it avoided "cookbook" procedures and emphasized having the students learn about the concept using the scientific method. As a result of these activities student scores measuring conceptual understanding, as well as factual knowledge, increased as compared to student scores in a more affluent community college. Students also had higher self- efficacy scores. Lower scoring students demonstrated the greatest benefit, while the better students had little (or no) changes.

Promoting Higher Order Thinking Skills Using Inquiry-Based Learning

ERIC Educational Resources Information Center

Madhuri, G. V.; Kantamreddi, V. S. S. N; Prakash Goteti, L. N. S.

2012-01-01

Active learning pedagogies play an important role in enhancing higher order cognitive skills among the student community. In this work, a laboratory course for first year engineering chemistry is designed and executed using an inquiry-based learning pedagogical approach. The goal of this module is to promote higher order thinking skills in…

Translation of an Action Learning Collaborative Model Into a Community-Based Intervention to Promote Physical Activity and Healthy Eating.

PubMed

Schifferdecker, Karen E; Adachi-Mejia, Anna M; Butcher, Rebecca L; O'Connor, Sharon; Li, Zhigang; Bazos, Dorothy A

2016-01-01

Action Learning Collaboratives (ALCs), whereby teams apply quality improvement (QI) tools and methods, have successfully improved patient care delivery and outcomes. We adapted and tested the ALC model as a community-based obesity prevention intervention focused on physical activity and healthy eating. The intervention used QI tools (e.g., progress monitoring) and team-based activities and was implemented in three communities through nine monthly meetings. To assess process and outcomes, we used a longitudinal repeated-measures and mixed-methods triangulation approach with a quasi-experimental design including objective measures at three time points. Most of the 97 participants were female (85.4%), White (93.8%), and non-Hispanic/Latino (95.9%). Average age was 52 years; 28.0% had annual household income of $20,000 or less; and mean body mass index was 35. Through mixed-effects models, we found some physical activity outcomes improved. Other outcomes did not significantly change. Although participants favorably viewed the QI tools, components of the QI process such as sharing goals and data on progress in teams and during meetings were limited. Participants' requests for more education or activities around physical activity and healthy eating, rather than progress monitoring and data sharing required for QI activities, challenged ALC model implementation. An ALC model for community-based obesity prevention may be more effective when applied to preexisting teams in community-based organizations. © 2015 Society for Public Health Education.

The urban and community health pathway: preparing socially responsive physicians through community-engaged learning.

PubMed

Meurer, Linda N; Young, Staci A; Meurer, John R; Johnson, Sheri L; Gilbert, Ileen A; Diehr, Sabina

2011-10-01

One of five options for the new required Medical College of Wisconsin Pathways program, the Urban and Community Health Pathway (UCHP), links training with community needs and assets to prepare students with the knowledge, skills, and attitudes to provide effective care in urban, underserved settings; promote community health; and reduce health disparities. Students spend at least 10 hours per month on pathway activities: 4 hours of core material delivered through readings, didactics, case discussions, and site visits; and at least 6 hours of experiential noncore activities applying core competencies, guided by an Individualized Learning Plan and faculty advisor. Noncore activities include community-engaged research, service-learning activities or other relevant experiences, and submission of a synthesis paper addressing pathway competencies. The first cohort of students began their pathways in January 2010. Of 560 participating students, 95 (of which 48 were first-year, 21 second-year, and 26 third-year students) selected UCHP. Core sessions focused on public health, social determinants, cultural humility, poverty, the local healthcare system, and safety net. During noncore time, students engaged in projects addressing homelessness, obesity, advocacy, Hmong and Latino health, HIV, asthma, and violence prevention. Students enjoyed working with peers across classes and favored interactive, community-based sessions over didactics in the classroom. Students' papers reflected a range of service and scholarly activities and a deepened appreciation of social and economic influences on health. The UCHP enriches the traditional curriculum with individualized, community-based experiences to build knowledge about health determinants and skills in partnering with communities to improve health. Copyright © 2011 American Journal of Preventive Medicine. Published by Elsevier Inc. All rights reserved.

Using a multi-state Learning Community as an implementation strategy for immediate postpartum long-acting reversible contraception.

PubMed

DeSisto, Carla L; Estrich, Cameron; Kroelinger, Charlan D; Goodman, David A; Pliska, Ellen; Mackie, Christine N; Waddell, Lisa F; Rankin, Kristin M

2017-11-21

Implementation strategies are imperative for the successful adoption and sustainability of complex evidence-based public health practices. Creating a learning collaborative is one strategy that was part of a recently published compilation of implementation strategy terms and definitions. In partnership with the Centers for Disease Control and Prevention and other partner agencies, the Association of State and Territorial Health Officials recently convened a multi-state Learning Community to support cross-state collaboration and provide technical assistance for improving state capacity to increase access to long-acting reversible contraception (LARC) in the immediate postpartum period, an evidence-based practice with the potential for reducing unintended pregnancy and improving maternal and child health outcomes. During 2015-2016, the Learning Community included multi-disciplinary, multi-agency teams of state health officials, payers, clinicians, and health department staff from 13 states. This qualitative study was conducted to better understand the successes, challenges, and strategies that the 13 US states in the Learning Community used for increasing access to immediate postpartum LARC. We conducted telephone interviews with each team in the Learning Community. Interviews were semi-structured and organized by the eight domains of the Learning Community. We coded transcribed interviews for facilitators, barriers, and implementation strategies, using a recent compilation of expert-defined implementation strategies as a foundation for coding the latter. Data analysis showed three ways that the activities of the Learning Community helped in policy implementation work: structure and accountability, validity, and preparing for potential challenges and opportunities. Further, the qualitative data demonstrated that the Learning Community integrated six other implementation strategies from the literature: organize clinician implementation team meetings, conduct educational meetings, facilitation, promote network weaving, provide ongoing consultation, and distribute educational materials. Convening a multi-state learning collaborative is a promising approach for facilitating the implementation of new reimbursement policies for evidence-based practices complicated by systems challenges. By integrating several implementation strategies, the Learning Community serves as a meta-strategy for supporting implementation.

Place-based Learning About Climate with Elementary GLOBE

NASA Astrophysics Data System (ADS)

Hatheway, B.; Gardiner, L. S.; Harte, T.; Stanitski, D.; Taylor, J.

2017-12-01

Place-based education - helping students make connections between themselves, their community, and their local environment - is an important tool to help young learners understand their regional climate and start to learn about climate and environmental change. Elementary GLOBE storybooks and learning activities allow opportunities for place-based education instructional strategies about climate. In particular, two modules in the Elementary GLOBE unit - Seasons and Climate - provide opportunities for students to explore their local climate and environment. The storybooks and activities also make connections to other parts of elementary curriculum, such as arts, geography, and math. Over the long term, place-based education can also encourage students to be stewards of their local environment. A strong sense of place may help students to see themselves as stakeholders in their community and its resilience. In places that are particularly vulnerable to the impacts of climate and environmental change and the economic, social, and environmental tradeoffs of community decisions, helping young students developing a sense of place and to see the connection between Earth science, local community, and their lives can have a lasting impact on how a community evolves for decades to come. Elementary GLOBE was designed to help elementary teachers (i.e., grades K-4) integrate Earth system science topics into their curriculum as they teach literacy skills to students. This suite of instructional materials includes seven modules. Each module contains a science-based storybook and learning activities that support the science content addressed in the storybooks. Elementary GLOBE modules feature air quality, climate, clouds, Earth system, seasons, soil, and water. New eBooks allow students to read stories on computers or tablets, with the option of listening to each story with an audio recording. A new Elementary GLOBE Teacher Implementation Guide, published in 2017, provides educators with information and strategies how Elementary GLOBE modules can be effectively applied in classrooms, how Elementary GLOBE modules are aligned with national standards, and how student literacy and science inquiry skills can be strengthened while learning about the Earth system.

The Use of Economic Impact Studies as a Service Learning Tool in Undergraduate Business Programs

ERIC Educational Resources Information Center

Misner, John M.

2004-01-01

This paper examines the use of community based economic impact studies as service learning tools for undergraduate business programs. Economic impact studies are used to measure the economic benefits of a variety of activities such as community redevelopment, tourism, and expansions of existing facilities for both private and public producers.…

Using a Wiki in a Scientist-Teacher Professional Learning Community: Impact on Teacher Perception Changes

ERIC Educational Resources Information Center

Kim, Hye Jeong; Miller, Heather R.; Herbert, Bruce; Pedersen, Susan; Loving, Cathy

2012-01-01

In this study, a wiki was integrated into a professional development model that systemically addresses early-career teachers' needs. This study was conducted to examine the impact of wiki-based professional development activities in a scientist-teacher professional learning community and focused on early-career teachers' perceptions of the role of…

The Agatston Urban Nutrition Initiative: Working to Reverse the Obesity Epidemic through Academically Based Community Service

ERIC Educational Resources Information Center

Johnston, Francis E.

2009-01-01

The Agatston Urban Nutrition Initiative (AUNI) presents a fruitful partnership between faculty and students at a premier research university and members of the surrounding community aimed at addressing the problem of childhood obesity. AUNI uses a problem-solving approach to learning by focusing course activities, including service-learning, on…

STEM learning activity among home-educating families

NASA Astrophysics Data System (ADS)

Bachman, Jennifer

2011-12-01

Science, technology, engineering, and mathematics (STEM) learning was studied among families in a group of home-educators in the Pacific Northwest. Ethnographic methods recorded learning activity (video, audio, fieldnotes, and artifacts) which was analyzed using a unique combination of Cultural-Historical Activity Theory (CHAT) and Mediated Action (MA), enabling analysis of activity at multiple levels. Findings indicate that STEM learning activity is family-led, guided by parents' values and goals for learning, and negotiated with children to account for learner interests and differences, and available resources. Families' STEM education practice is dynamic, evolves, and influenced by larger societal STEM learning activity. Parents actively seek support and resources for STEM learning within their home-school community, working individually and collectively to share their funds of knowledge. Home-schoolers also access a wide variety of free-choice learning resources: web-based materials, museums, libraries, and community education opportunities (e.g. afterschool, weekend and summer programs, science clubs and classes, etc.). A lesson-heuristic, grounded in Mediated Action, represents and analyzes home STEM learning activity in terms of tensions between parental goals, roles, and lesson structure. One tension observed was between 'academic' goals or school-like activity and 'lifelong' goals or everyday learning activity. Theoretical and experiential learning was found in both activity, though parents with academic goals tended to focus more on theoretical learning and those with lifelong learning goals tended to be more experiential. Examples of the National Research Council's science learning strands (NRC, 2009) were observed in the STEM practices of all these families. Findings contribute to the small but growing body of empirical CHAT research in science education, specifically to the empirical base of family STEM learning practices at home. It also fills a current gap regarding STEM learning among home-educating families, a small, but growing part of society's STEM learning infrastructure for which little research exists.

The community comes to campus: the Patient and Community Fair.

PubMed

Towle, Angela; Godolphin, William; Kline, Cathy

2015-08-01

Community-based learning connects students with local communities so that they learn about the broad context in which health and social care is provided; however, students usually interact with only one or a few organisations that serve a particular population. One example of a community-based learning activity is the health fair in which students provide health promotion and screening for local communities. We adapted the health fair concept to develop a multi-professional educational event at which, instead of providing service, students learn from and about the expertise and resources of not-for-profit organisations. The fair is an annual 1-day event that students can attend between, or in place of, classes. Each community organisation has a booth to display information. One-hour 'patient panels' are held on a variety of topics throughout the day. Evaluation methods include questionnaires, exit interviews and visitor tracking sheets. Over 5 years (2009-2013), the fair increased in size with respect to estimated attendance, number of participating organisations, number of patient panels and number of students for whom the fair is a required curriculum component. Students learn about a range of patient experiences and community resources, and information about specific diseases or conditions. The fair is an efficient way for students to learn about a range of community organisations. It fosters university-community engagement through continuing connections between students, faculty members and community organisations. Lessons learned include the need for community organisations to have techniques to engage students, and ways to overcome challenges of evaluating an informal 'drop-in' event. The fair is an efficient way for students to learn about a range of community organisations. © 2015 John Wiley & Sons Ltd.

A professional learning community model: a case study of primary teachers community in west Bandung

NASA Astrophysics Data System (ADS)

Sari, A.; Suryadi, D.; Syaodih, E.

2018-05-01

The purpose of this study is to provide an alternative model of professional learning community for primary school teachers in improving the knowledge and professional skills. This study is a qualitative research with case study method with data collection is an interview, observation and document and triangulation technique for validation data that focuses on thirteen people 5th grade elementary school teacher. The results showed that by joining a professional learning community, teachers can share both experience and knowledge to other colleagues so that they can be able to continue to improve and enhance the quality of their learning. This happens because of the reflection done together before, during and after the learning activities. It was also revealed that by learning in a professional learning community, teachers can learn in their own way, according to need, and can collaborate with their colleagues in improving the effectiveness of learning. Based on the implementation of professional learning community primary school teachers can be concluded that teachers can develop the curriculum, the students understand the development, overcome learning difficulties faced by students and can make learning design more effective and efficient.

Extending Transfer of Learning Theory to Transformative Learning Theory: A Model for Promoting Teacher Leadership

ERIC Educational Resources Information Center

Harris, Sandra; Lowery-Moore, Hollis; Farrow, Vicky

2008-01-01

This article describes collaborative efforts to frame university teacher preparation program activities within transfer of learning and transformative learning theories to promote teacher leadership. Specifically, we describe (a) a community sponsored, public school, campus-based experience during an introductory teacher preparation course; (b) a…

Design of environmental education module towards the needs of aboriginal community learning

NASA Astrophysics Data System (ADS)

Dasman, Siti Mariam; Yasin, Ruhizan Mohammad

2017-05-01

Non-formal education (NFE) refers to a program that is designed for personal and social education for learners to improve the level of skills and competencies outside formal educational curriculum. Issues related to geography and environment of different Aboriginal communities with other communities play an important role in determining the types and methods that should be made available to the minority community groups. Thus, this concept paper is intended to cater for educational environment through the design and development of learning modules based on non-formal education to the learning of Aboriginal community. Methods and techniques in the design and construction of the modules is based on the Design and Development Research (DDR) that was based on instructional design model of Morrison, Kemp and Ross which is more flexible and prioritizes the needs and characteristics of learners who were involved in the learning modules of the future. The discussion is related to the module development which is suitable to the learning needs of the community and there are several recommendations which may be applied in the implementation of this approach. In conclusion, the community of Orang Asli should be offered the same education as other communities but it is important to distinguish acceptance of learning techniques or approaches used in the education system to meet their standards. The implications of this concept paper is to meet the educational needs of the environment which includes a few aspects of science and some learning activities using effective approaches such as playing and building their own knowledge of meaning.

Use of Service-Learning to Teach Health Literacy with Online Graduate Nursing Students.

PubMed

George, Tracy P; DeCristofaro, Claire

To meet Healthy People 2020 goals, health literacy must be included in health care program curricula. In a fully online graduate nursing course, an innovative service-learning activity asked students to collaborate in the creation of low-literacy patient education pamphlets for practice partners at a community rehabilitation facility. Involvement with community stakeholders such as support groups and interprofessional team members enhanced interdisciplinary educational outcomes. Through this innovative project-based activity, students were able to meet the clinical education and decision support needs of rehabilitation patients while translating academic coursework to support actual community needs.

An Investigation of Knowledge-Building Activities in an Online Community of Practice at Subaru of America

ERIC Educational Resources Information Center

Land, Susan M.; Draper, Darryl C.; Ma, Ziyan; Hsieh, Hsiu-Wei; Smith, Brian K.; Jordan, Robert

2009-01-01

Current approaches to workplace learning emphasize designing communities of practice that are intended to support both formal and informal knowledge acquisition. This article presents the design and research of a knowledge-based community of practice for Subaru, based on principles outlined by Scardamalia (2002) and Zhang, Scardamalia, Lamon,…

Active Learning Improves Student Performance in a Respiratory Physiology Lab

ERIC Educational Resources Information Center

Wolf, Alex M.; Liachovitzky, Carlos; Abdullahi, Abass S.

2015-01-01

This study assessed the effectiveness of the introduction of active learning exercises into the anatomy and physiology curriculum in a community college setting. Specifically, the incorporation of a spirometry-based respiratory physiology lab resulted in improved student performance in two concepts (respiratory volumes and the hallmarks of…

It takes a village: supporting inquiry- and equity-oriented computer science pedagogy through a professional learning community

NASA Astrophysics Data System (ADS)

Ryoo, Jean; Goode, Joanna; Margolis, Jane

2015-10-01

This article describes the importance that high school computer science teachers place on a teachers' professional learning community designed around an inquiry- and equity-oriented approach for broadening participation in computing. Using grounded theory to analyze four years of teacher surveys and interviews from the Exploring Computer Science (ECS) program in the Los Angeles Unified School District, this article describes how participating in professional development activities purposefully aimed at fostering a teachers' professional learning community helps ECS teachers make the transition to an inquiry-based classroom culture and break professional isolation. This professional learning community also provides experiences that challenge prevalent deficit notions and stereotypes about which students can or cannot excel in computer science.

Preparing educators for problem-based and community-based curricula: a student's experiences.

PubMed

Dana, N

1997-03-01

The Department of Nursing at the University of Natal Durban (UND) introduced a one year Masters Degree in Progressive Education for Health Professionals in 1996, the aim of which is to prepare educators of health professionals to understand better innovative methods of teaching, learning and more specifically problem-based learning (PBL) and community-based education (CBE). The author of this paper is a registered nurse and this paper focuses on her experiences as a student in this programme. Most of the experiences gained are related to the use of a Personal and Academic Development Portfolio, which covered activities from both her own classes and those related to facilitation of basic student's learning.

Community Interactive Research Workshop Series: Community Members Engaged as Team Teachers to Conduct Research.

PubMed

Nguyen-Truong, Connie Kim; Tang, Joannie; Hsiao, Chiao-Yun

2017-01-01

Vietnamese women are diagnosed with cervical cancer at twice the rate of non-Hispanic White women and the highest compared to Chinese, Filipino, Korean, and Japanese women. ἀ e Vietnamese Women's Health Project, a community-based participatory research partnership, was developed to address this concern. In earlier studies, community members received research training. To describe how we developed an innovative curricular research training framework. Community members developed their own learning goals and activities, taught alongside a nurse scientist, and participated in a community interactive research workshop series. Popular education principles were used to guide team teaching. Topics, learning goals, lesson plans, and an evaluation w ere de veloped t ogether. ἀ ree, 4 -5.5 h our workshops were hosted. Topics included qualitative research, art of hearing data, reflexivity, analysis, validity, and dissemination. Community members and a nurse scientist co-constructed knowledge through participatory methods. ἀe workshops ran concurrent to the study timeline to inform community members' research activities and vice versa. A range from 8 to 20 participants attended the workshops, of which six community members were team teachers and three facilitated at each workshop. In an evaluation, team teachers reported workshop strengths: an empathetic and trusting learn ing environment, a sense of ownership in learning, a greater under standing of roles in research partnerships, and a feel ing of safety to conduct research with academic investigators. Academic investigators need to be aware that co-constructing knowledge is foundational to long-term sustainability of community-based participatory research partnership (CBPR) partnerships, but requires building team capacity to conduct research collaboratively.

The Agatston Urban Nutrition Initiative: working to reverse the obesity epidemic through academically based community service.

PubMed

Johnston, Francis E

2009-01-01

The Agatston Urban Nutrition Initiative (AUNI) presents a fruitful partnership between faculty and students at a premier research university and members of the surrounding community aimed at addressing the problem of childhood obesity. AUNI uses a problem-solving approach to learning by focusing course activities, including service-learning, on understanding and mitigating the obesity culture.

How to Trigger Emergence and Self-Organisation in Learning Networks

NASA Astrophysics Data System (ADS)

Brouns, Francis; Fetter, Sibren; van Rosmalen, Peter

The previous chapters of this section discussed why the social structure of Learning Networks is important and present guidelines on how to maintain and allow the emergence of communities in Learning Networks. Chapter 2 explains how Learning Networks rely on social interaction and active participations of the participants. Chapter 3 then continues by presenting guidelines and policies that should be incorporated into Learning Network Services in order to maintain existing communities by creating conditions that promote social interaction and knowledge sharing. Chapter 4 discusses the necessary conditions required for knowledge sharing to occur and to trigger communities to self-organise and emerge. As pointed out in Chap. 4, ad-hoc transient communities facilitate the emergence of social interaction in Learning Networks, self-organising them into communities, taking into account personal characteristics, community characteristics and general guidelines. As explained in Chap. 4 community members would benefit from a service that brings suitable people together for a specific purpose, because it will allow the participant to focus on the knowledge sharing process by reducing the effort or costs. In the current chapter, we describe an example of a peer support Learning Network Service based on the mechanism of peer tutoring in ad-hoc transient communities.

Cultural patterns in children's learning through keen observation and participation in their communities.

PubMed

Correa-Chávez, Maricela; Roberts, Amy L D; Pérez, Margarita Martínez

2011-01-01

This chapter examines children's learning through careful attention and participation in the ongoing activities of their community. This form of learning, which has been called learning through Intent Community Participation, seems to be especially common in Mesoamerican Indigenous communities. In these communities, children are integrated into the everyday work and lives of adults and their learning may not be the central focus. We contrast this pattern with that of middle-class European American communities where children are segregated from the primary adult functions of the community. In middle-class communities and schools, children are often encouraged to engage in abstract lessons where their attention is explicitly directed to specific events. In contrast, learning through keen attention and observation may rely on learning through attention to instructions not specifically directed to the learner. Studies demonstrate Mesoamerican Indigenous children's ability to learn through simultaneous and open attention to overheard or observed activities. This form of learning is supported through multiple modalities of communication and interaction. Motivation to learn stems from the learner's inclusion into the major activities and goals of the community. Implications of research and future directions for the study of learning through keen observation are discussed.

45 CFR 2517.600 - How are funds for community-based service-learning programs distributed?

Code of Federal Regulations, 2010 CFR

2010-10-01

... 45 Public Welfare 4 2010-10-01 2010-10-01 false How are funds for community-based service-learning... (Continued) CORPORATION FOR NATIONAL AND COMMUNITY SERVICE COMMUNITY-BASED SERVICE-LEARNING PROGRAMS Distribution of Funds § 2517.600 How are funds for community-based service-learning programs distributed? All...

45 CFR 2517.600 - How are funds for community-based service-learning programs distributed?

Code of Federal Regulations, 2011 CFR

2011-10-01

... 45 Public Welfare 4 2011-10-01 2011-10-01 false How are funds for community-based service-learning... (Continued) CORPORATION FOR NATIONAL AND COMMUNITY SERVICE COMMUNITY-BASED SERVICE-LEARNING PROGRAMS Distribution of Funds § 2517.600 How are funds for community-based service-learning programs distributed? All...

Elevating "Low" Language for High Stakes: A Case for Critical, Community-Based Learning in a Medical Spanish for Heritage Learners Program

ERIC Educational Resources Information Center

Martinez, Glenn; Schwartz, Adam

2012-01-01

Critical approaches to Spanish heritage language (SHL) pedagogy have called for more meaningful engagement with heritage language communities (Leeman, 2005). In a recent survey, furthermore, SHL students expressed a desire for more community-based activities in SHL curricula (Beaudrie, Ducar, & Relano-Pastor, 2009). This paper reports on the…

Training of trainers for community primary health care workers.

PubMed

Cernada, G P

1983-01-01

Training community-based health care workers in "developing" countries is essential to improving the quality of life in both rural and urban areas. Two major obstacles to such training are the tremendous social distance gap between these community workers and their more highly-educated and upper-class trainers (often medical officers) and the didactic, formal educational system. Bridging this gap demands a participant-centered, field-oriented approach which actively involves the trainee in the design, implementation and evaluation of the training program. A description of a philosophic learning approach based on self-initiated change, educational objectives related to planning, organizing, conducting and evaluating training, and specific learning methodologies utilizing participatory learning, non-formal educational techniques, field experience, continuing feedback and learner participation are reviewed. Included are: role playing, story telling, case studies, self-learning and simulation exercises, visuals, and Portapak videotape.

Focus groups: examining a community-based group intervention for depressed Puerto Rican women.

PubMed

Stacciarini, Jeanne-Marie R

2008-07-01

Puerto Ricans manifest high rates of depression but avoid seeking treatment. The purpose of this pilot was to learn directly from Puerto Rican women how culturally appropriate they would consider a proposed community-based intervention for treating depression. Interactive activities were reviewed by two focus groups of women (N = 16), all working in community-based health programs. All activities (e.g., writing, role playing, and music) except individual drawing were deemed appropriate. Categories that emerged were family/community values, mainland/non-mainland cultural variances, communication style, religion, education/occupational variances, health beliefs, Puerto Rican traditions/customs, emotions, and coping skills. Categories provided guidance for refining a community-based intervention for treating depression in Puerto Rican women.

45 CFR 2516.110 - Who may apply for a direct grant from the Corporation?

Code of Federal Regulations, 2010 CFR

2010-10-01

...) CORPORATION FOR NATIONAL AND COMMUNITY SERVICE SCHOOL-BASED SERVICE-LEARNING PROGRAMS Eligibility To Apply...-learning programs. (2) An Indian Tribe. (3) For activities in a nonparticipating State or Indian Tribe, a...

45 CFR 2516.110 - Who may apply for a direct grant from the Corporation?

Code of Federal Regulations, 2011 CFR

2011-10-01

...) CORPORATION FOR NATIONAL AND COMMUNITY SERVICE SCHOOL-BASED SERVICE-LEARNING PROGRAMS Eligibility To Apply...-learning programs. (2) An Indian Tribe. (3) For activities in a nonparticipating State or Indian Tribe, a...

Development and evaluation of a training workshop for lay health promoters to implement a community-based intervention program in a public low rent housing estate: The Learning Families Project in Hong Kong

PubMed Central

Lai, Agnes Y.; Stewart, Sunita M.; Wan, Alice; Fok, Helen; Lai, Hebe Y. W.; Lam, Tai-hing; Chan, Sophia S.

2017-01-01

This paper presents the development and evaluation of the train-the-trainer (TTT) workshop for lay resident leaders to be lay health promoters. The TTT workshop aimed to prepare the trainees to implement and/or assist in conducting a series of community-based family well-being activities for the residents in a public low rent housing estate, entitled “Learning Families Project”, under the FAMILY project. The four-hour TTT workshop was conducted for 32 trainees (72% women, 43% aged ≥ 60, 41% ≤ elementary school education). The workshop aimed to promote trainees’ knowledge, self-efficacy, attitude and practice of incorporating the positive psychology themes into their community activities and engaging the residents to join these activities and learn with their family members. Post-training support was provided. The effectiveness of the TTT was examined by self-administered questionnaires about trainees’ reactions to training content, changes in learning and practice at three time points (baseline, and immediately and one year after training), and the difference in residents’ survey results before and after participating in the community activities delivered by the trainees. The trainees’ learning about the general concepts of family well-being, learning family, leadership skills and planning skills increased significantly with medium to large effect sizes (Cohen’s d: 0.5–1.4) immediately after the training. The effects of perceived knowledge and attitude towards practice were sustained to one year (Cohen’s d: 0.4–0.6). The application of planning skills to implement community activities was higher at one year (Cohen’s d: 0.4), compared with baseline. At one year, the residents’ survey results showed significant increases in the practice of positive communication behaviours and better neighbour cohesions after joining the family well-being activities of LFP. Qualitative feedback supported the quantitative results. Our TTT workshop could serve as a practical example of development and evaluation of training programs for lay personnel to be lay health promoters. Trial registration: ClinicalTrials.gov NCT02844244 PMID:28841677

Development and evaluation of a training workshop for lay health promoters to implement a community-based intervention program in a public low rent housing estate: The Learning Families Project in Hong Kong.

PubMed

Lai, Agnes Y; Stewart, Sunita M; Wan, Alice; Fok, Helen; Lai, Hebe Y W; Lam, Tai-Hing; Chan, Sophia S

2017-01-01

This paper presents the development and evaluation of the train-the-trainer (TTT) workshop for lay resident leaders to be lay health promoters. The TTT workshop aimed to prepare the trainees to implement and/or assist in conducting a series of community-based family well-being activities for the residents in a public low rent housing estate, entitled "Learning Families Project", under the FAMILY project. The four-hour TTT workshop was conducted for 32 trainees (72% women, 43% aged ≥ 60, 41% ≤ elementary school education). The workshop aimed to promote trainees' knowledge, self-efficacy, attitude and practice of incorporating the positive psychology themes into their community activities and engaging the residents to join these activities and learn with their family members. Post-training support was provided. The effectiveness of the TTT was examined by self-administered questionnaires about trainees' reactions to training content, changes in learning and practice at three time points (baseline, and immediately and one year after training), and the difference in residents' survey results before and after participating in the community activities delivered by the trainees. The trainees' learning about the general concepts of family well-being, learning family, leadership skills and planning skills increased significantly with medium to large effect sizes (Cohen's d: 0.5-1.4) immediately after the training. The effects of perceived knowledge and attitude towards practice were sustained to one year (Cohen's d: 0.4-0.6). The application of planning skills to implement community activities was higher at one year (Cohen's d: 0.4), compared with baseline. At one year, the residents' survey results showed significant increases in the practice of positive communication behaviours and better neighbour cohesions after joining the family well-being activities of LFP. Qualitative feedback supported the quantitative results. Our TTT workshop could serve as a practical example of development and evaluation of training programs for lay personnel to be lay health promoters. ClinicalTrials.gov NCT02844244.

Development of community based model of Tawanchai Center: sufficiency economy principles for community Development an applicability at Bankhambong Community, Sa-ard Sub-district, Nampong District, Khon Kaen Province, Thailand.

PubMed

Kotrmaneetaweetong, Unchana; Choopen, Hhakuan; Chowchuen, Bowornsilp

2012-11-01

The objectives of the present study are 1) to study the application of sufficiency economy philosophy in community development as a model for future application of community health care program of Tawanchai Center, 2) study the administrative model for self sufficiency economy community in Bankhambong Community, Sa-ard Sub-district, Nampong District, Khon Kaen Province. The integrated study model included qualitative research by collecting data from documents, textbook, article, report, theory concept, researches and interviewing of relevant persons and the quantitative research by collecting data from questionnaires. The findings of study included objectives for development model of sufficiency economy for understanding of people, and use the philosophy of sufficiency economy model which compose of decrease expenditure, increase income activities, saving activities, learning activities and preservation of environment and sustainable natural resources activities. Decrease in expenditure activities included household gardening, and no allurements leading to ruin. Increase in income activities included supplement occupation and appropriate use of technology. Saving activities included creating saving group in household and community level. Learning activities included community use of local wisdom, and household learnt philosophy of sufficiency economy in daily living. Preservation of environment and sustainable natural resources activities included the use of sustainable raw materials in occupation. The generosity of one another activities included helping each other and solving problems for the poor and disable persons. The community development at in Bankhambong Community, Sa-ard Sub-district, Nampong District, Khon Kaen Province followed all of the above scope and guidelines and is the model for application of sufficiency community philosophy. We recommended method for successful implementation, including the starting from group process with capability of learning to create strong and adequate knowledge to apply sufficiency economy model and cover health care.

Developing a Psychology Undergraduate Research Community in a New University

ERIC Educational Resources Information Center

Roberts, Patricia; Ertubey, Candan; McMurray, Isabella; Robertson, Ian

2012-01-01

Psychology is a science-based discipline in which research is inextricably embedded in teaching and learning activities. Educators use different methods to help students in their learning of the nature of research and the practical skills required to conduct research, with students playing either a passive or more active role in the learning…

The Geographic Accessibility and Inequality of Community-Based Elderly Learning Resources: A Remodeling Assessment, 2009-2017

ERIC Educational Resources Information Center

Tseng, Ming-Hseng; Wu, Hui-Ching

2018-01-01

Continuous elderly learning activities not only empower elderly populations' knowledge about health but also enhance these populations' social connections and social abilities, which can enhance their overall quality of life. Geographic accessibility is a determinant factor for elderly participation in social activities. In this study, we proposed…

Team-building activities as strategies for improving community-university partnerships: lessons learned from Nuestro Futuro Saludable.

PubMed

Ndulue, Uchenna; Peréa, Flavia C; Kayou, Bashier; Martinez, Linda Sprague

2012-01-01

Collaboration characterized by mutual capacity building, asset sharing, and tangible outcomes that work to further health equity are central tenets of community-based participatory (CBPR) approaches to research. Such efforts require the establishment, development, and maintenance of trusting relationships between community and institutional stakeholders. The objective of the strategies discussed here was to strengthen a community-academic partnership by facilitating communication and empowering project partners. Team-building activities and experiential exercises were intentionally utilized with project stakeholders to clarify roles and responsibilities, provide alternative avenues for authentic communication, and share power. Team-building activities can be effective in promoting CBPR partnerships when utilized appropriately. Through the course of the partnership building process, best practices emerged for utilizing experiential learning exercises to enhance partnership dynamics. Team-building activities provide a useful tool for developing supportive environments that encourage open dialogue.

Lessons Learned from Community-Led Recruitment of Immigrants and Refugee Participants for a Randomized, Community-Based Participatory Research Study.

PubMed

Hanza, Marcelo M; Goodson, Miriam; Osman, Ahmed; Porraz Capetillo, Maria D; Hared, Abdullah; Nigon, Julie A; Meiers, Sonja J; Weis, Jennifer A; Wieland, Mark L; Sia, Irene G

2016-10-01

Ethnic minorities remain underrepresented in clinical trials despite efforts to increase their enrollment. Although community-based participatory research (CBPR) approaches have been effective for conducting research studies in minority and socially disadvantaged populations, protocols for CBPR recruitment design and implementation among immigrants and refugees have not been well described. We used a community-led and community-implemented CBPR strategy for recruiting 45 Hispanic, Somali, and Sudanese families (160 individuals) to participate in a large, randomized, community-based trial aimed at evaluating a physical activity and nutrition intervention. We achieved 97.7 % of our recruitment goal for families and 94.4 % for individuals. Use of a CBPR approach is an effective strategy for recruiting immigrant and refugee participants for clinical trials. We believe the lessons we learned during the process of participatory recruitment design and implementation will be helpful for others working with these populations.

Building Learning Communities: Partnerships, Social Capital and VET Performance. A National Vocational Education and Training Research and Evaluation Program Report

ERIC Educational Resources Information Center

Allison, Janelle; Gorringe, Scott; Lacey, Justine

2006-01-01

This study examines the nature of the impact of vocational education and training (VET), and its project-based activities and partnerships, on the development of sustainable communities in regional Australia. It finds that VET plays a critical role as the entry point to learning and builds considerable social and other forms of capital in regional…

The Development of Professional Learning Communities and Their Teacher Leaders: An Activity Systems Analysis

ERIC Educational Resources Information Center

Turner, Julianne C.; Christensen, Andrea; Kackar-Cam, Hayal Z.; Fulmer, Sara M.; Trucano, Meg

2018-01-01

Professional learning communities can be effective vehicles for teacher learning and instructional improvement, partly because they help change professional culture. However, little is known about "how" these changes occur. We used activity systems analysis to investigate the development of professional learning communities and their…

Improved Student Learning through a Faculty Learning Community: How Faculty Collaboration Transformed a Large-Enrollment Course from Lecture to Student Centered

ERIC Educational Resources Information Center

Elliott, Emily R.; Reason, Robert D.; Coffman, Clark R.; Gangloff, Eric J.; Raker, Jeffrey R.; Powell-Coffman, Jo Anne; Ogilvie, Craig A.

2016-01-01

Undergraduate introductory biology courses are changing based on our growing understanding of how students learn and rapid scientific advancement in the biological sciences. At Iowa State University, faculty instructors are transforming a second-semester large-enrollment introductory biology course to include active learning within the lecture…

Medicine as a Community of Practice: Implications for Medical Education.

PubMed

Cruess, Richard L; Cruess, Sylvia R; Steinert, Yvonne

2018-02-01

The presence of a variety of independent learning theories makes it difficult for medical educators to construct a comprehensive theoretical framework for medical education, resulting in numerous and often unrelated curricular, instructional, and assessment practices. Linked with an understanding of identity formation, the concept of communities of practice could provide such a framework, emphasizing the social nature of learning. Individuals wish to join the community, moving from legitimate peripheral to full participation, acquiring the identity of community members and accepting the community's norms.Having communities of practice as the theoretical basis of medical education does not diminish the value of other learning theories. Communities of practice can serve as the foundational theory, and other theories can provide a theoretical basis for the multiple educational activities that take place within the community, thus helping create an integrated theoretical approach.Communities of practice can guide the development of interventions to make medical education more effective and can help both learners and educators better cope with medical education's complexity. An initial step is to acknowledge the potential of communities of practice as the foundational theory. Educational initiatives that could result from this approach include adding communities of practice to the cognitive base; actively engaging students in joining the community; creating a welcoming community; expanding the emphasis on explicitly addressing role modeling, mentoring, experiential learning, and reflection; providing faculty development to support the program; and recognizing the necessity to chart progress toward membership in the community.

Implementing Physical Activity Recommendations in a Tri-ethnic Rural Community through a Community-University Partnership

PubMed Central

Davis, Sally M.; Cruz, Theresa; Hess, Julia Meredith; Kozoll, Richard; Page-Reeves, Janet

2016-01-01

Background A tri-ethnic rural community with limited resources and a university Prevention Research Center developed a partnership to promote evidence-based physical activity. Objective The purpose of this study was to investigate how a community-university partnership can disseminate and implement The Community Guide’s recommendations for increasing physical activity and create a model for other under-resourced communities experiencing high rates of chronic disease. Methods Qualitative data collected through 47 semi-structured interviews, meeting minutes, and local newspaper articles were coded for themes and analyzed for patterns across the data. Results Implementation resulted in the creation of new paths and trails, increased walkability throughout the community, local park enhancements, and a community-wide campaign. Lessons learned included the importance of community-defined goals and outcomes, leadership, volunteerism, mutually beneficial goals, synergy, and having non-traditional partners. Conclusion This research provides a community-university partnership model for implementing evidence-based strategies to increase physical activity in rural communities. PMID:28736407

CoP Sensing Framework on Web-Based Environment

NASA Astrophysics Data System (ADS)

Mustapha, S. M. F. D. Syed

The Web technologies and Web applications have shown similar high growth rate in terms of daily usages and user acceptance. The Web applications have not only penetrated in the traditional domains such as education and business but have also encroached into areas such as politics, social, lifestyle, and culture. The emergence of Web technologies has enabled Web access even to the person on the move through PDAs or mobile phones that are connected using Wi-Fi, HSDPA, or other communication protocols. These two phenomena are the inducement factors toward the need of building Web-based systems as the supporting tools in fulfilling many mundane activities. In doing this, one of the many focuses in research has been to look at the implementation challenges in building Web-based support systems in different types of environment. This chapter describes the implementation issues in building the community learning framework that can be supported on the Web-based platform. The Community of Practice (CoP) has been chosen as the community learning theory to be the case study and analysis as it challenges the creativity of the architectural design of the Web system in order to capture the presence of learning activities. The details of this chapter describe the characteristics of the CoP to understand the inherent intricacies in modeling in the Web-based environment, the evidences of CoP that need to be traced automatically in a slick manner such that the evidence-capturing process is unobtrusive, and the technologies needed to embrace a full adoption of Web-based support system for the community learning framework.

Implementation and evaluation of a community-based interprofessional learning activity.

PubMed

Luebbers, Ellen L; Dolansky, Mary A; Vehovec, Anton; Petty, Gayle

2017-01-01

Implementation of large-scale, meaningful interprofessional learning activities for pre-licensure students has significant barriers and requires novel approaches to ensure success. To accomplish this goal, faculty at Case Western Reserve University, Ohio, USA, used the Ottawa Model of Research Use (OMRU) framework to create, improve, and sustain a community-based interprofessional learning activity for large numbers of medical students (N = 177) and nursing students (N = 154). The model guided the process and included identification of context-specific barriers and facilitators, continual monitoring and improvement using data, and evaluation of student learning outcomes as well as programme outcomes. First year Case Western Reserve University medical students and undergraduate nursing students participated in team-structured prevention screening clinics in the Cleveland Metropolitan Public School District. Identification of barriers and facilitators assisted with overcoming logistic and scheduling issues, large class size, differing ages and skill levels of students and creating sustainability. Continual monitoring led to three distinct phases of improvement and resulted in the creation of an authentic team structure, role clarification, and relevance for students. Evaluation of student learning included both qualitative and quantitative methods, resulting in statistically significant findings and qualitative themes of learner outcomes. The OMRU implementation model provided a useful framework for successful implementation resulting in a sustainable interprofessional learning activity.

Bridging Learning Communities Through Experiential Learning with GIST: 2Y College Experience

NASA Astrophysics Data System (ADS)

Sorey, N.; Phillips, C. D.

2017-12-01

This study reviews successes of community engagement through experiential learning with GIST across academic disciplines that leverage topics with technology and community relationships throughout a two-year campus and the community at large. This approach allowed for a diversification of populations reached through college student engagement and community outreach efforts. Technological frameworks and development of best practice resources to support students and faculty were shown to increase the capacity for undergraduate research experiences, K12 short course offerings during the summer, and the formation of a STEM-focused student organization. The RSO has participated in activities that include educational technology development, participating in the growth and development of the area's maker movement community, and geoscience outreach and education. Development of the program thus far and lessons learned have resulted in a proposal for an areal-based informal pathway linking the K12 community to area colleges by integrating geoscience outreach with GIST through the maker movement.

Leisure Activities as a Source of Informal Learning for Older People: The Role of Community-Based Organisations

ERIC Educational Resources Information Center

MacKean, Rowena; Abbott-Chapman, Joan

2011-01-01

The significance of findings from a qualitative Tasmanian study, which investigated the part played by informal learning in positive ageing, is highlighted by the increasing proportion of the Australian population in the "Third Age" cohort of active, independent people aged 65 years and over. Semi-structured interviews, conducted by a…

"And Now That I Know Them": Composing Mutuality in a Service Learning Course.

ERIC Educational Resources Information Center

Welch, Nancy

2002-01-01

Turns to contemporary feminist object-relations theory to understand the efforts of students in a service learning course, to push beyond the usual subject-object, active-passive dualisms that pervade community-based literacy projects, and to compose instead complex representations in which all participants are composed as active, as knowing, and…

45 CFR 2517.300 - Who may participate in a community-based service-learning program?

Code of Federal Regulations, 2010 CFR

2010-10-01

...-learning program? 2517.300 Section 2517.300 Public Welfare Regulations Relating to Public Welfare (Continued) CORPORATION FOR NATIONAL AND COMMUNITY SERVICE COMMUNITY-BASED SERVICE-LEARNING PROGRAMS Eligibility To Participate § 2517.300 Who may participate in a community-based service-learning program...

45 CFR 2517.300 - Who may participate in a community-based service-learning program?

Code of Federal Regulations, 2011 CFR

2011-10-01

...-learning program? 2517.300 Section 2517.300 Public Welfare Regulations Relating to Public Welfare (Continued) CORPORATION FOR NATIONAL AND COMMUNITY SERVICE COMMUNITY-BASED SERVICE-LEARNING PROGRAMS Eligibility To Participate § 2517.300 Who may participate in a community-based service-learning program...

Beyond Book Learning: Cultivating the Pedagogy of Experience through Field Trips.

ERIC Educational Resources Information Center

Jakubowski, Lisa Marie

2003-01-01

A pedagogy of experience can be cultivated by using a critically responsive approach based on experience, critical thinking, reflection, and action. A service-learning field trip to Cuba illustrates how experiential learning can bring classroom and community together in a way that invites students to engage in meaningful, active forms of learning…

Engaging Past and Present: Service-Learning in the College History Classroom

ERIC Educational Resources Information Center

Straus, Emily E.; Eckenrode, Dawn M.

2014-01-01

Service-learning as a pedagogical approach has become a popular trend in undergraduate teaching. according to Robert Bringle and Julie Hatcher, service-learning is a "course-based, credit-bearing educational experience that allows students to (a) participate in an organized service activity that meets identified community needs and (b)…

Enhancing project-oriented learning by joining communities of practice and opening spaces for relatedness

NASA Astrophysics Data System (ADS)

Pascual, R.

2010-03-01

This article describes an extension to project-oriented learning to increase social construction of knowledge and learning. The focus is on: (a) maximising opportunities for students to share their knowledge with practitioners by joining communities of practice, and (b) increasing their intrinsic motivation by creating conditions for student's relatedness. The case study considers a last year capstone course in Mechanical Engineering. The work addresses innovative practices of active learning and beyond project-oriented learning through: (a) the development of a web-based decision support system, (b) meetings between the communities of students, maintenance engineers and academics, and (c) new off-campus group instances. The author hypothesises that this multi-modal approach increases deep learning and social impact of the educational process. Surveys to the actors support a successful achievement of the educational goals. The methodology can easily be extended to further improve the learning process.

Community-based participatory research in Little Haiti: challenges and lessons learned.

PubMed

Kobetz, Erin; Menard, Janelle; Diem, Joshua; Barton, Betsy; Blanco, Jenny; Pierre, Larry; Auguste, Pascale D; Etienne, Marie; Brewster, Cheryl

2009-01-01

Community-based participatory research (CBPR) is an effective methodology for developing relevant interventions with socially marginalized communities. However, implementing CBPR methods is challenging for several reasons. This paper presents challenges encountered in the context of an ongoing CBPR initiative in Little Haiti in Miami, Florida, and describes the solutions used to address them. We sought to describe the challenges faced and lessons learned while conducting CBPR in Little Haiti. Community-academic partnerships were created to guide the creation of culturally relevant cancer interventions and research. Historical distrust of research, cultural constructions of health and illness, and literacy issues are key considerations when developing partnerships with Haitian and other marginalized, immigrant communities. Partnerships are fostered over time through demonstrated mutual commitment to improving health and building community capacity. Communities must play an active role throughout the research process to ensure that studies are culturally relevant, and ensuing intervention, sustainable.

Community Garden: A Bridging Program between Formal and Informal Learning

ERIC Educational Resources Information Center

Datta, Ranjan

2016-01-01

Community garden activities can play a significant role in bridging formal and informal learning, particularly in urban children's science and environmental education. It promotes relational methods of learning, discussing, and practicing that will integrate food security, social interactions, community development, environmental activism, and…

International academic service learning: lessons learned from students' travel experiences of diverse cultural and health care practices in morocco.

PubMed

Kaddoura, Mahmoud; Puri, Aditi; Dominick, Christine A

2014-01-01

Academic service learning (ASL) is an active teaching-learning approach to engage students in meaningful hands-on activities to serve community-based needs. Nine health professions students from a private college and a private university in the northeastern United States volunteered to participate in an ASL trip to Morocco. The participants were interviewed to reflect on their experiences. This article discusses the lessons learned from students' ASL experiences regarding integrating ASL into educational programs. The authors recommend a paradigm shift in nursing and dental hygiene curricula to appreciate diversity and promote cultural competency, multidisciplinary teamwork, and ethics-based education. Copyright 2014, SLACK Incorporated.

Evaluation of the Impact of an Active-Learning Introductory Gemology Studio Course on Community College Students

NASA Astrophysics Data System (ADS)

Shekoyan, V.; Scal, R.

2014-12-01

A new active learning introductory gemology studio course with a lab component has been created at Queensborough Community College with the support of NSF TUES grant. Various pedagogical techniques that have shown efficacy at 4-year colleges have been implemented and adopted to improve student learning and course retention as well as to stimulate their interest in science and in STEM careers. The course covered broad range of STEM topics central to the gemology curriculum, including concepts from geology, mineralogy, physics and chemistry. Lectures and labs were linked. Students' misconceptions were addressed via guided laboratory activities in a studio-learning environment. The course used peer-based learning and problem solving by creating student groups that discussed observations and measurements. Discussion groups were required to observe, synthesize, and evaluate data for presentations. The goal was to empower student learning and peer-based teaching and to recruit early career, often non-STEM students, to earth science. Students were often prompted to engage in self-reflections on their learning. In this presentation we will present the analysis of the evaluation of the course and its impact on community college students. Some of the evaluation tools we have used are pre- and post- knowledge surveys, science attitude and belief surveys as well as a Geological Interest instrument. Parallel sections of traditionally taught lecture-only courses (taught by the same instructor) were utilized as a control group in the analysis. The pedagogical implications of the analysis on instruction and course design will be discussed as well.

Teaching social responsibility through community service-learning in predoctoral dental education.

PubMed

Brondani, Mario A

2012-05-01

Social responsibility refers to one's sense of duty to the society in which he or she lives. The Professionalism and Community Service (PACS) dental module at the University of British Columbia is based upon community service-learning and helps dental students to understand the challenges faced by vulnerable segments of the population as they actively reflect on experiences gathered from didactic and experiential activities. This article aims to illustrate the extent to which PACS has fostered awareness of social responsibility through the British Columbia Ministry of Education's Performance Standards Framework for Social Responsibility. Reflections were gathered from students in all four years of the D.M.D. program and were analyzed thematically in three categories of the framework: Contribution to the Classroom and Community, Value of Diversity in the Community, and Exercise of Responsibilities. The constant comparison analysis of the reflective qualitative data revealed that the students directly or indirectly addressed these three categories in their reflections as they synthesized their understanding of community issues and their collaborative roles as socially responsible members of the dental profession. Follow-up studies are needed to explore the impact of community-based dental education upon students' perceptions and understanding of social responsibility and professionalism regarding underserved communities.

Village Green Design, Operations, and Maintenance Document

EPA Science Inventory

The Village Green Project is a community-based activity to demonstrate the capabilities of new real-time monitoring technology for residents and citizen scientists to learn about local air quality. The goal of the project is to provide the public and communities with information ...

Developing Tools for Community-Based Environmental Education for Migrant Children and Youth in Ghana

ERIC Educational Resources Information Center

Lawson, Elaine T.; Gordon, Christopher; Mensah, Adelina; Atipoe, Esinam

2015-01-01

This case study presents a detailed description of how community-based environmental education can be used to increase environment awareness and knowledge among migrant children and youth. Data was collected primarily from interviews and learning activities with 454 participants aged 11 to 19 years. The results show that children and youth are…

Political Involvement. Community Involvement/Career Education: An Experience-based Social Studies Program, Volume III.

ERIC Educational Resources Information Center

Kyle, James; And Others

This collection of materials and ideas is designed for the high school student who wants to try to influence society. The guide provides background information and descriptions of experience-based learning activities for use by students as they explore political involvement opportunities in their communities. The purposes of the materials are to…

Measuring Costs to Community-Based Agencies for Implementation of an Evidence-Based Practice.

PubMed

Lang, Jason M; Connell, Christian M

2017-01-01

Healthcare reform has led to an increase in dissemination of evidence-based practices. Cost is frequently cited as a significant yet rarely studied barrier to dissemination of evidence-based practices and the associated improvements in quality of care. This study describes an approach to measuring the incremental, unreimbursed costs in staff time and direct costs to community-based clinics implementing an evidence-based practice through participating in a learning collaborative. Initial implementation costs exceeding those for providing "treatment as usual" were collected for ten clinics implementing trauma-focused cognitive behavioral therapy through participation in 10-month learning collaboratives. Incremental implementation costs of these ten community-based clinic teams averaged the equivalent of US$89,575 (US$ 2012). The most costly activities were training, supervision, preparation time, and implementation team meetings. Recommendations are made for further research on implementation costs, dissemination of evidence-based practices, and implications for researchers and policy makers.

A Strategy to Learn How to Build Scientific-Education and Outreach Partnerships in the Ocean Sciences: COSEE Ocean Learning Communities.

NASA Astrophysics Data System (ADS)

Keil, R. G.; Bell, P. L.; Bittner, M. S.; Robigou, V.; Sider, K.

2005-12-01

The College of Ocean and Fishery Sciences and the College of Education at the University of Washington, the Seattle Aquarium, and the California Maritime Academy formed a partnership to establish a Center for Ocean Sciences Education Excellence (COSEE) labeled "Ocean Learning Communities." The COSEE-OLC will join the national network of NSF-funded centers that provide a catalytic environment in which partnerships between ocean researchers and educators flourish. The COSEE network contributes to the national advancement of ocean science education by sharing high-quality K-12 or informal education programs, best practices and methodologies, and offering exemplary courses through the network and at national professional meetings. Building on the successes and lessons of the existing COSEE centers, the COSEE-OLC will foster collaborations among the oceanography research community, the science of learning community, informal and formal educators, the general public, and the maritime industry in the Northwest region and the West coast. The concept for this partnership is based on reaching out to traditionally underserved populations (from the businesses that use the sea or for which economic success depends on the oceans to the united native tribes), listening to their concerns and needs and how these can be addressed within the context of ocean-based research. The challenges of integrating education and outreach with scientific research programs are addressed by the center's main catalytic activity to create Ocean Learning Communities. These communities will be gatherings of traditionally disparate stakeholders including scientists, educators, representatives of businesses with a connection to the oceans, and citizens who derive economic or recreational sustenance from the oceans. The center's principal goal is to, through time and structured learning activities, support various communities 1) to develop a common language and 2) to make a commitment to creating collaborations that will improve ocean research and public awareness at the regional scale. Researchers in the science of learning will evaluate and study the successes and challenges of these regional approaches to better understand the development and sustainability of productive partnerships and to develop learning models to share and apply at the national level.

Recruitment and Lessons Learned from a Community-Based Intervention Program: The Learning Families Project in Hong Kong.

PubMed

Chu, Joanna T W; Wan, Alice; Stewart, Sunita M; Ng, Kwok Tung; Lam, Tai Hing; Chan, Sophia S

2018-01-01

Recruitment is central to any research project, and recruitment itself should be well documented and researched. We describe our recruitment efforts for a community-based research project-entitled the Learning Families Project-conducted in Hong Kong. In collaboration with community stakeholders, residents from a public housing estate were recruited to participate in family programs aimed at enhancing family well-being. Various recruitment strategies were employed including the distribution of 19,200 leaflets, 688 posters, a banner, a kick-off ceremony, 10 promotion activities, 1,000 direct calls, word of mouth, 51 mobile counters, and 10 door-to-door visits. Drawing on field notes, research logs, short questionnaires, and focus group conducted with our community partners and residents, we describe and discuss our recruitment strategies, challenges, and lessons learned. Over a 9-month period, 980 participants were recruited and participated in our study, exceeding our recruitment goal (860 participants). Several observations were made including active recruitment strategies (i.e., door-to-door and mobile counter) being more effective than passive strategies (i.e., posters and leaflets); the importance of raising project awareness to facilitate recruitment; and the challenges encountered (i.e., burn-out and loss of motivation of staff, decreased community capacity in collaborating in research projects). The lessons learned include the importance of engaging Chinese communities, utilizing a positive outreach approach, and setting realistic expectations. Although similar recruitment strategies have been reported the West, a number of cultural differences should be taken into account when working with Chinese population. Further research is needed to examine the effectiveness of tailoring recruitment strategies to various populations.

Social learning as a key factor in sustainability transitions: The case of Okayama City

NASA Astrophysics Data System (ADS)

Didham, Robert J.; Ofei-Manu, Paul; Nagareo, Masaaki

2017-12-01

The Okayama Education for Sustainable Development (ESD) Project is an ongoing initiative in Okayama City, Japan, established in 2005 by the Regional Centre of Expertise (RCE) Okayama and the Okayama Municipal Government with the aim "to create a community where people learn, think and act together towards realising a sustainable society". With a diverse participant base of over 240 organisations - including community learning centres ( kominkans), schools, universities and non-governmental organisations (NGOs) - this initiative has administered numerous programmes. It has engaged a large and diverse group of citizens from Okayama City in exploring sustainability issues through collective discussion, envisioning and practice with the aim of living more sustainable lives. The decade-long experience of the Okayama ESD Project has gained international attention, and the "Okayama Model" is considered an inspiring example of community-based ESD due to the positive changes it has supported. In this article, the Okayama ESD Project is presented as a case study on effective social learning for sustainability. In particular, the practical efforts made are examined to provide insights into how various elements of a social learning process were strengthened and linked to create active learning cycles among community members. In addition, the conditions for creating an effective learning community are investigated, while the practical actions taken are examined in relation to creating an effective social learning process. Finally, this article presents the important role which social learning has played in Okayama City's transition to sustainability and identifies the key efforts made to address and link each of these elements of social learning into a dynamic cycle.

Connecting for Health Literacy: Health Information Partners

PubMed Central

Pomerantz, Karyn L.; Muhammad, Abdul-Ali; Downey, Stacey; Kind, Terry

2010-01-01

This article describes a community-based health information partnership to address health literacy and health information inequalities in marginalized communities. Public health, medical, literacy, and library practitioners promote health literacy through outreach, training, and professional development activities in community settings. They create learning environments for people to develop the necessary knowledge and skills to better understand health information and health policy so they can make decisions concerning personal and community health. Outreach activities focus on visits to neighborhood health centers, health fairs, health exhibits at union meetings and conferences; training programs involve hands-on, peer-led computer classes for people living with HIV and for the general public; and professional development programs connect librarians, health providers, public health workers, and literacy teachers in joint planning and learning. Several learners currently participate in and lead community health education programs and HIV advocacy. The coalition's strength develops from strongly shared objectives, an absence of territoriality, and a core active leadership group. PMID:18544664

Old and Young Dogs Teaching Each Other Tricks: The Importance of Developing Agency for Community Partners in Community Learning

ERIC Educational Resources Information Center

Bucher, Jacob

2012-01-01

This article covers the importance of creating and developing agency in community partners when engaging in community-based learning. Often when faculty incorporate service- or community-based learning into their classes, we measure the "learning" part but not the "service" or "community." Focusing more on the latter involves working "with"…

Implementing and Sustaining Higher Education Service-Learning Initiatives: Revisiting Young et al.'s Organizational Tactics

ERIC Educational Resources Information Center

Bennett, Dawn; Sunderland, Naomi; Bartleet, Brydie-Leigh; Power, Anne

2016-01-01

Although the value of service-learning opportunities has long been aligned to student engagement, global citizenship, and employability, the rhetoric can be far removed from the reality of coordinating such activities within higher education. This article stems from arts-based service-learning initiatives with Indigenous communities in Australia.…

ICT Alone Is Not Enough, the Whole Village Is Needed. A Community-Based and Dialogic Approach to Technology in Schools

ERIC Educational Resources Information Center

Gatt, Suzanne; Sordé, Teresa

2012-01-01

The socio-cultural context shapes learning and development. Thus, schools cannot ignore neither the transformations shaping their surrounding societies, but be an active part of them, nor what those transformations mean for school learning. In this regard, technology has changed the way we think and learn, and learning has been shown to be deeply…

An Advanced Professional Pharmacy Experience in a Community Setting Using an Experiential Manual

PubMed Central

Lee, Karen W.; Machado, Matthew R.; Wenzel, Marie M.; Gagnon, James M.; Calomo, Joseph M.

2006-01-01

Objectives To determine the usefulness of a teaching and learning tool used to create structure for advanced pharmacy practice experiences (APPEs) in community pharmacy settings, and to identify differences between respondents' perspectives on the relevance and practicality of implementing specific community pharmacy-related topics during the experience. Design Community practice faculty members designed a manual that outlined a week-by-week schedule of student activities, consistent with the Center for the Advancement of Pharmaceutical Education (CAPE) outcome-based goals, and included associated teaching, documentation, and assessment tools. The manual was distributed to site preceptors and students. Assessment Eighty-six PharmD students responded to a questionnaire upon completion of their community APPE. Student feedback concerning the impact of the manual relative to interactions with site preceptors and their overall learning experience was relatively positive. Conclusion The manual was an effective teaching and learning tool for students completing a community APPE. PMID:17149421

The Potential of Research-Based Learning for the Creation of Truly Inclusive Academic Communities of Practice

ERIC Educational Resources Information Center

Smith, Pete; Rust, Chris

2011-01-01

The academic community in higher education is becoming increasingly fragmented, with arguably the greatest fault line between research and teaching. This paper argues that, through the reinvention of the undergraduate curriculum to focus on student engagement in research and research-type activities, a truly inclusive community of academic…

The Group as Teacher: The Gestalt Peer-Learning Community as a Vehicle for Organisational Healing.

ERIC Educational Resources Information Center

Barber, Paul

The possibility of using a Gestalt-informed peer learning community to facilitate reflective learning and organizational change was explored. A peer learning community model exists that is based on two approaches to working with mental illness--therapeutic community practice (which is based on treating the community group rather than individuals…

Learning in and about rural places: Connections and tensions between students' everyday experiences and environmental quality issues in their community

NASA Astrophysics Data System (ADS)

Zimmerman, Heather Toomey; Weible, Jennifer L.

2017-03-01

Guided by sociocultural perspectives on the importance of place as a resource for learning, we investigated 14- and 15-year old students' understandings of their community and water quality during a school-based watershed unit. Methods included a theory-driven thematic analysis of field notes and video transcripts from four biology classrooms, a qualitative and quantitative analysis of 67 pairs of matched pre- and post-intervention mindmaps, and a content analysis of 73 student reflections. As they learned about water quality, learners recognized the relevance of the watershed's health to the health of their community. Students acknowledged the impacts of local economically driven activities (e.g., natural gas wells, application of agrichemicals) and leisure activities (e.g., boating, fishing) on the watershed's environmental health. As students learned in and about their watershed, they experienced both connections and tensions between their everyday experiences and the environmental problems in their community. The students suggested individual sustainability actions needed to address water quality issues; however, the students struggled to understand how to act collectively. Implications of rural experiences as assets to future environmental sciences learning are discussed as well as the implications of educational experiences that do not include an advocacy component when students uncover environmental health issues. We suggest further consideration is needed on how to help young people develop action-oriented science knowledge, not just inert knowledge of environmental problems, during place-based education units.

Participating in a Community of Learners enhances resident perceptions of learning in an e-mentoring program: proof of concept

PubMed Central

2011-01-01

Background Community learning and e-mentoring, learning methods used in higher education, are not used to any extent in residency education. Yet both have the potential to enhance resident learning and, in the case of community learning, introduce residents to basic lifelong learning skills. We set out to determine whether residents participating in an Internet based e-mentoring program would, with appropriate facilitation, form a community of learners (CoL) and hold regular community meetings. We also determined resident and faculty perceptions of CoL and Internet sessions as effective learning experiences. Methods A six-month e-mentoring pilot was offered to 10 Radiology residents in the Aga Khan University Postgraduate Medical Education Program in Nairobi, Kenya (AKUHN) with a Professor of Radiology, located at University of Virginia, USA, acting as the e-mentor. Monthly Internet case-based teaching sessions were facilitated by the e-mentor. In addition, residents were coached by a community facilitator to form CoL and collectively work through clinical cases at weekly face-to-face CoL sessions. Event logs described observed resident activity at CoL sessions; exit survey and interviews were used to elicit perceptions of CoL and Internet sessions as effective learning experiences. Results Resident adoption of CoL behaviors was observed, including self-regulation, peer mentoring and collaborative problem solving. Analysis revealed high resident enthusiasm and value for CoL. Surveys and interviews indicated high levels of acceptance of Internet learning experiences, although there was room for improvement in audio-visual transmission technologies. Faculty indicated there was a need for a larger multi-specialty study. Conclusions The pilot demonstrated resident acceptance of community building and collaborative learning as valued learning experiences, addressing one barrier to its formal adoption in residency education curricula. It also highlighted the potential of e-mentoring as a means of expanding faculty and teaching materials in residency programs in developing countries. PMID:21266070

Making the Introductory Meteorology Class Relevant in a Minority Serving Community College

NASA Astrophysics Data System (ADS)

Marchese, P. J.; Tremberger, G.; Bluestone, C.

2008-12-01

Queensborough Community College (QCC), a constituent campus of the City University of New York (CUNY), has modified the introductory Meteorology Class lecture and lab to include active learning activities and discovery based learning. The modules were developed at QCC and other 4 year colleges and designed to introduce basic physical concepts important in meteorology. The modules consisted of either interactive lecture demonstrations or discovery-based activities. The discovery based activities are intended to have students become familiar with scientific investigation. Students engage in formulating hypotheses, developing and carrying out experiments, and analyzing scientific data. These activities differ from traditional lab experiments in that they avoid "cookbook" procedures and emphasize having the students learn about physical concepts by applying the scientific method. During the interactive lecture demonstrations the instructor describes an experiment/phenomenon that is to be demonstrated in class. Students discuss the phenomenon based on their experiences and make a prediction about the outcome. The class then runs the experiment, makes observations, and compares the expected results to the actual outcome. As a result of these activities students in the introductory Meteorology class scored higher in exams questions measuring conceptual understanding, as well as factual knowledge. Lower scoring students demonstrated the greatest benefit, while the better students had little (or no) changes. All students also had higher self-efficacy scores after the intervention, compared to an unmodified class.

Business Students' Learning with Online Discussion Forums: The Case of a Virtual Classroom Community

ERIC Educational Resources Information Center

Zhu, Jake

2010-01-01

This study examined what learning is and how learning was facilitated in a virtual classroom community using online discussion forums. Results demonstrated that learning in such a community was the active participation by the members of the community in the process of meaning construction. The construction of meaning in such a community was…

Students Active in Leadership.

ERIC Educational Resources Information Center

Brutcher, Robert

2001-01-01

Describes SAIL (Students Active in Leadership) as a school-based, youth-directed group. States that the program helps teenagers learn leadership skills by developing and implementing community service activities. SAIL finds partners with whom to collaborate among local businesses, government, and health associations, and these partners provide the…

RITES: Online (Reaching In-Service Teachers With Earth Sciences Online)

NASA Astrophysics Data System (ADS)

Baptiste, H.

2002-12-01

The RITES: Online project team (Drs. H. Prentice Baptiste, Susan Brown, Jennifer Villa) believe that the power of technology could not be effectively utilized unless it is grounded in new models of teaching and learning based on a student centered and project based curriculum, that increases opportunities for active, hands-on learning and respect for multiculturalism. We subscribe to an inquiry approach to learning. Specifically, science teaching should actively engage the learners in activities that draw on multiple abilities and learning styles. Recent brain-based research has shown that human beings construct knowledge through actions and interactions within their environment. Learning occurs in communities, and new ideas are linked to previous knowledge and constructed by the learner. Knowledge is acquired by making connections. We believe the aforementioned ideas and points to be equally true for the inservice teachers participating in the RITES: Online project as well as for their students. The ESSEA science courses are delivered by distance learning via the university WebCt distance education system. Teachers are encouraged to use technology in their classrooms and to record their students' involvement in science activities with digital cameras. Teachers involved in the ESSEA courses are engaged in earth science inquiry activities relevant to the four spheres (atmosphere, lithosphere, biosphere, hydrosphere) with the students in their classes. This presentation will highlight the teachers in the roles of designer, researcher, and collaborator. As a result of our courses our teachers attain the following positive outcomes: 1) Teachers experience the inquiry approach to learning about the spheres of our earth. 2) Teachers become confident in using technology. 3) Teachers learn to work cooperatively in-groups and understand what their own students must feel. 4) Teachers find ways to obtain dynamic professional development and not leave their classrooms or homes. 5) Teachers develop relationships with other teachers that have an interest in teaching science and a learning community evolves.

Working Together for Better Student Learning: A Multi-University, Multi-Federal Partner Program for Asynchronous Learning Module Development for Radar-Based Remote Sensing Systems

ERIC Educational Resources Information Center

Yeary, M. B.; Yu, T.; Palmer, R. D.; Monroy, H.; Ruin, I.; Zhang, G.; Chilson, P. B.; Biggerstaff, M. I.; Weiss, C.; Mitchell, K. A.; Fink, L. D.

2010-01-01

Students are not exposed to enough real-life data. This paper describes how a community of scholars seeks to remedy this deficiency and gives the pedagogical details of an ongoing project that commenced in the Fall 2004 semester. Fostering deep learning, this multiyear project offers a new active-learning, hands-on interdisciplinary laboratory…

Community Science: creating equitable partnerships for the advancement of scientific knowledge for action.

NASA Astrophysics Data System (ADS)

Lewis, E. S.; Gehrke, G. E.

2017-12-01

In a historical moment where the legitimacy of science is being questioned, it is essential to make science more accessible to the public. Active participation increases the legitimacy of projects within communities (Sidaway 2009). Creating collaborations in research strengthens not only the work by adding new dimensions, but also the social capital of communities through increased knowledge, connections, and decision making power. In this talk, Lewis will discuss how engagement at different stages of the scientific process is possible, and how researchers can actively develop opportunities that are open and inviting. Genuine co-production in research pushes scientists to work in new ways, and with people from different backgrounds, expertise, and lived experiences. This approach requires a flexible and dynamic balance of learning, sharing, and creating for all parties involved to ensure more meaningful and equitable participation. For example, in community science such as that by Public Lab, the community is at the center of scientific exploration. The research is place-based and is grounded in the desired outcomes of community members. Researchers are able to see themselves as active participants in this work alongside community members. Participating in active listening, developing plans together, and using a shared language built through learning can be helpful tools in all co-production processes. Generating knowledge is powerful. Through genuine collaboration and co-creation, science becomes more relevant. When community members are equitable stakeholders in the scientific process, they are better able to engage and advocate for the changes they want to see in their communities. Through this talk, session attendees will learn about practices that promote equitable participation in science, and hear examples of how the community science process engages people in both the knowledge production, and in the application of science.

Infusing Student Activism into the College Curriculum: A Report of a Service-Learning Project to Bring Awareness to Sexual Violence

ERIC Educational Resources Information Center

Stepteau-Watson, Desiree

2012-01-01

Service learning involves infusing activities into the curriculum that enhance student learning, promote community engagement and effect change on the community level. Significant advantage can be applied to vulnerable communities by leveraging student action, interest, and energy, which can bring time, effort and attention to important community…

Teachers' Professional Agency and Learning--From Adaption to Active Modification in the Teacher Community

ERIC Educational Resources Information Center

Pyhältö, Kirsi; Pietarinen, Janne; Soini, Tiina

2015-01-01

The aim of this study was to examine teacher learning in terms of teachers' professional agency in the professional community of the school. Altogether 2310 Finnish comprehensive school teachers completed a survey. Results showed that teachers' active efforts to learn in the professional community and to promote school development cannot be…

Twitter as a Learning Community in Higher Education

ERIC Educational Resources Information Center

Ricoy, María-Carmen; Feliz, Tiberio

2016-01-01

Considering the potential and popularity of social media it is important to inquire into its use in learning. In this study the implementation of the activity carried out in Twitter with higher education students was analysed. The research was conducted following a mixed methodology, based on virtual ethnography complemented by quantitative…

Collaboration Creation: Lessons Learned from Establishing an Online Professional Learning Community

ERIC Educational Resources Information Center

Gray, Colin; Smyth, Keith

2012-01-01

This paper describes the design, implementation, evaluation and further refinement of an ELGG-based social networking site to support professional development activity, project group and special interest groups, and the discussion and sharing of educational experiences and resources across Edinburgh Napier University in the United Kingdom.…

How Do Learning Communities Affect First-Year Latino Students?

ERIC Educational Resources Information Center

Huerta, Juan Carlos; Bray, Jennifer J.

2013-01-01

Do learning communities with pedagogies of active learning, collaborative learning, and integration of course material affect the learning, achievement, and persistence of first-year Latino university students? The data for this project was obtained from a survey of 1,330 first-year students in the First-Year Learning Community Program at Texas…

Community gardens: lessons learned from California Healthy Cities and Communities.

PubMed

Twiss, Joan; Dickinson, Joy; Duma, Shirley; Kleinman, Tanya; Paulsen, Heather; Rilveria, Liz

2003-09-01

Community gardens enhance nutrition and physical activity and promote the role of public health in improving quality of life. Opportunities to organize around other issues and build social capital also emerge through community gardens. California Healthy Cities and Communities (CHCC) promotes an inclusionary and systems approach to improving community health. CHCC has funded community-based nutrition and physical activity programs in several cities. Successful community gardens were developed by many cities incorporating local leadership and resources, volunteers and community partners, and skills-building opportunities for participants. Through community garden initiatives, cities have enacted policies for interim land and complimentary water use, improved access to produce, elevated public consciousness about public health, created culturally appropriate educational and training materials, and strengthened community building skills.

Community Gardens: Lessons Learned From California Healthy Cities and Communities

PubMed Central

Twiss, Joan; Dickinson, Joy; Duma, Shirley; Kleinman, Tanya; Paulsen, Heather; Rilveria, Liz

2003-01-01

Community gardens enhance nutrition and physical activity and promote the role of public health in improving quality of life. Opportunities to organize around other issues and build social capital also emerge through community gardens. California Healthy Cities and Communities (CHCC) promotes an inclusionary and systems approach to improving community health. CHCC has funded community-based nutrition and physical activity programs in several cities. Successful community gardens were developed by many cities incorporating local leadership and resources, volunteers and community partners, and skills-building opportunities for participants. Through community garden initiatives, cities have enacted policies for interim land and complimentary water use, improved access to produce, elevated public consciousness about public health, created culturally appropriate educational and training materials, and strengthened community building skills. PMID:12948958

Engaging a Developmentally Disabled Community through Arts-Based Service-Learning

ERIC Educational Resources Information Center

Alexander, Amanda

2015-01-01

This study examined whether teaching in a community arts organization that provides services for people with developmental disabilities enabled preservice art teachers to better understand diverse contexts of art programs and the benefits of teaching the arts to others. Through this activity, the author also examined whether preservice art…

Two Decades of Community-Based Learning

ERIC Educational Resources Information Center

Zlotkowski, Edward; Duffy, Donna

2010-01-01

From a variation on community service to a discipline-specific strategy to a powerful pedagogy to a vehicle of democracy and the common good, community-based learning has proven itself to be an educational resource whose time has come. In this article, the authors trace the recent history of community-based teaching and learning and its symbiotic…

Improved Student Learning through a Faculty Learning Community: How Faculty Collaboration Transformed a Large-Enrollment Course from Lecture to Student Centered.

PubMed

Elliott, Emily R; Reason, Robert D; Coffman, Clark R; Gangloff, Eric J; Raker, Jeffrey R; Powell-Coffman, Jo Anne; Ogilvie, Craig A

2016-01-01

Undergraduate introductory biology courses are changing based on our growing understanding of how students learn and rapid scientific advancement in the biological sciences. At Iowa State University, faculty instructors are transforming a second-semester large-enrollment introductory biology course to include active learning within the lecture setting. To support this change, we set up a faculty learning community (FLC) in which instructors develop new pedagogies, adapt active-learning strategies to large courses, discuss challenges and progress, critique and revise classroom interventions, and share materials. We present data on how the collaborative work of the FLC led to increased implementation of active-learning strategies and a concurrent improvement in student learning. Interestingly, student learning gains correlate with the percentage of classroom time spent in active-learning modes. Furthermore, student attitudes toward learning biology are weakly positively correlated with these learning gains. At our institution, the FLC framework serves as an agent of iterative emergent change, resulting in the creation of a more student-centered course that better supports learning. © 2016 E. R. Elliott et al. CBE—Life Sciences Education © 2016 The American Society for Cell Biology. This article is distributed by The American Society for Cell Biology under license from the author(s). It is available to the public under an Attribution–Noncommercial–Share Alike 3.0 Unported Creative Commons License (http://creativecommons.org/licenses/by-nc-sa/3.0).

Adult Health Learning and Transformation: A Case Study of a Canadian Community-Based Program

ERIC Educational Resources Information Center

Coady, Maureen

2013-01-01

This article describes a case study of adult learning in a Canadian multisite Community Cardiovascular Hearts in Motion program. The researcher highlights the informal learning of 40 adult participants in this 12-week community-based cardiac rehabilitation/education program in five rural Nova Scotia communities. The effects of this learning and…

Exploration of the Factors That Support Learning: Web-Based Activity and Testing Systems in Community College Algebra [Conference Long Paper

ERIC Educational Resources Information Center

Hauk, Shandy; Matlen, Bryan J.

2017-01-01

This is an extended conference proceedings report [Long Paper] based on a shorter contributed report at the same conference. A variety of computerized learning platforms exist. In mathematics, most include sets of problems to complete. Feedback to users ranges from a single word like "Correct!" to offers of hints and partially- to…

Educating adult females for leadership roles in an informal science program for girls

NASA Astrophysics Data System (ADS)

McCreedy, Dale

The purpose of this study is to gain an understanding of and an evidentiary warrant for, how a community of practice focused on informal science learning, can engage and promote active participation that offers adult female members and the community opportunities for legitimacy and transformation. This study is a qualitative, ethnographic research study that documents how adult female volunteers, historically inexperienced and/or excluded from traditional practices of science, come to engage in science activities through an informal, community-based context that helps them to appreciate science connections in their lives that are ultimately empowering and agentic. I begin to understand the ways in which such informal contexts, often thought to be marginal to dominant educational beliefs and practices, can offer adults outside of the field of science, education, or both, an entree into science learning and teaching that facilitate female's participation in legitimate and empowering ways. Using descriptive analyses, I first identify the characteristics of peripheral and active program participants. Through phenomenological analyses, I then develop an understanding of participation in an informal science program by focusing on three adult female members' unique trajectories of participation leading to core member status. Each draws on different aspects of the program that they find most salient, illustrating how different elements can serve as motivators for participation, and support continuation along the trajectory of participation reflecting personal and political agency. Through a purposeful ethnographic case-study analysis, I then explore one core member's transformation, evidenced by her developing identities as someone who enjoys science, engages in science activities, and, enacts a role as community old timer and door opener to science learning. This study: (1) contributes to the limited knowledge base in fields of informal learning, science education, and feminist research; (2) provides data that lead to assertions about the impact of NSP participation; and (3) takes advantage of a unique context in which to study adults and the interaction of gender, science, and informal learning.

The diffusion of a community-level HIV intervention for women: lessons learned and best practices.

PubMed

King, Winifred; Nu'Man, Jeanette; Fuller, Talleria R; Brown, Mari; Smith, Shuenae; Howell, A Vyann; Little, Stacey; Patrick, Patricia; Glover, LaShon

2008-09-01

Abstract Early in the HIV/AIDS epidemic in the United States, relatively few women were diagnosed with HIV infection and AIDS. Today, the epidemic represents a growing and persistent health threat to women in the United States, especially young women and women of color. In 2005, the leading cause of HIV infection among African American women and Latinas was heterosexual contact. In addressing HIV prevention needs among women, community-level strategies are needed to increase consistent condom use by women and their partners and to change community norms to support safer sex behaviors. The Real AIDS Prevention Project (RAPP) is a community-based HIV prevention intervention for women and their partners. RAPP is based on a community mobilization model that involves a combination of activities, including street outreach, one-on-one discussions called stage-based encounters, role model stories, community networks, and small group activities. The objectives of RAPP are to increase consistent condom use by women and their partners and change community norms associated with perceptions of condom use and high-risk behaviors in an effort to make safer sex practice more acceptable. This paper describes the Centers for Disease Control and Prevention (CDC) Division of HIV/AIDS Prevention (DHAP) effort to nationally diffuse RAPP from March 2003 through May 2007 and lessons learned from that diffusion experience. The paper specifically discusses (1) collaborating and planning with researchers, (2) a diffusion needs assessment that was designed to assess prior implementation experiences among select agencies, (3) developing the intervention package, (4) developing and piloting training for community-based organizations (CBOs), (5) a rollout of national trainings for health departments and community-based organizations interested in implementing RAPP, and (6) ongoing quality assurance activities and the provision of technical assistance and support. RAPP has been proven effective in reducing HIV transmission risk behaviors and improving communication and negotiation skills necessary for African American women and Latinas to reduce their risk for HIV infection and improve their overall health status.

"Nuestra Tierra Dinamica" Global Climate Change STEM Education Fostering Environmental Stewardship

NASA Astrophysics Data System (ADS)

La Grave, M.; de Valenzuela, M.; Russell, R.

2012-12-01

CLUB ECO LÓGICO is a democratic and participatory program that provides active citizenship in schools and community, placing climate change into context for the Latino Community. The program's objectives focus on: 1. The Environment. Reducing the school and community impact on the environment through environmental footprint through stewardship actions. 2. Empowerment. Engaging participants through project and service learning and make decisions about how to improve their schools, their homes and their community's environment. 3. Community and Research Partnerships. Fostering collaborations with local community, stakeholders, government, universities, research organizations, and businesses that have expertise in environmental research, management, education and climate change. 4. Awareness. Increasing environmental and climate science knowledge of participants through STEM activities and hands-on access to technology. 5. Research and evaluation. Assessing the relevance of program activities through the engagement of the Latino community in planning and the effectiveness and impact of STEM activities through formative and summative evaluation. To address these objectives, the program has several inter related components in an after school setting: SUN EARTH Connections: Elementary (grades K to 2) students learn the basic climate change concepts through inquiry and hands on STEM activities. Bilingual 8 facilitators adapt relevant NASA educational resources for use in inquiry based, hands on activities. Drama and the arts provide unique experiences as well as play a key role in learning, participation and facilitation. GREEN LABS: Elementary students (grades 3 to 5) participate in stations where each Lab is staffed by at least two professionals: a College level fully bilingual Latin American Professional and a stakeholder representing either a research organization or other relevant environmental organization. Our current Green Lab themes include: Air, Soils, Water, Energy, Health, Waste and Communicating Science. Parental and Community Engagement: Family or Community Nights and community events showcasing student products, videos, and service learning projects in a bilingual format; and presentations by research scientists on climate and environmental science topics of interest to the Latino community. Our events have been highlighted on Univision television evening news, reaching Latinos across the state. Digital Story Telling: Our Video Lab involves Latino high school students who are trained as mentors, encouraged to research climate change topics, meet scientists and learn about video technology. By fall 2013, our HS Video Lab will mentor local middle school students. Throughout the year students take field trips to film and interview key scientists and educators. The project will share lessons learned concerning several issues: 1. What environmental and climate science issues are most relevant for Latinos; 2. What strategies are effective in engaging the Latino community in program planning and in engaging participation; 3. What approaches are effective in developing or adapting environmental and climate science education activities for Latino students and families; 4. How to develop effective partnerships with research and other environmental organizations; 5. How to develop culturally sensitive evaluation strategies.

A Real Community Bridge: Informing Community-Based Learning through a Model of Participatory Public Art

ERIC Educational Resources Information Center

Stephens, Pamela Geiger

2006-01-01

Community-based learning has the power to encourage and sustain the intellectual curiosity of learners. By most accounts, community-based learning is a process that creates a collaborative environment of scholarship that holds individual differences, as well as similarities, in high esteem. It is a process, as the phrase suggests, that extends…

Reducing violence in poor urban areas of Honduras by building community resilience through community-based interventions.

PubMed

Hansen-Nord, Nete Sloth; Kjaerulf, Finn; Almendarez, Juan; Rodas, Victor Morales; Castro, Julio

2016-11-01

To examine the impact of a 3 year community-based violence prevention intervention on risk of violence and social capital in two poor urban communities in Honduras in 2011-2014. A quasi-experimental design pre and post implementation of the intervention was conducted based on data from two randomly selected samples using the same structured questionnaire in 2011 and in 2014. Community members had a 42 % lower risk of violence in 2014 compared to 2011. There was a positive relation between participation in the intervention and structural social capital, and participants had more than twice the likelihood of engaging in citizenship activities compared to the general population. The intervention contributed to decreasing violence and increasing community resilience in two urban areas in Honduras. Citizenship activities and active community participation in the violence prevention agenda rather than social trust and cohesion characteristics was affected by the intervention. This research introduces important lessons learned to future researchers aiming to retrieve very sensitive data in a similarly violent setting, and provides strong research opportunities within areas, which to this date remain undiscovered.

The Search for Learning Community in Learner Paced Distance Education: Or, "Having Your Cake and Eating It, Too!"

ERIC Educational Resources Information Center

Anderson, Terry; Annand, David; Wark, Norine

2005-01-01

University distance and e-learning programs generally follow one of two models. Most dual mode institutions and some open universities follow a model of cohort learning. Students start and terminate each course at the same time, and proceed at the same pace. This model allows for occasional or regular group based activities. The second model,…

New pathways to physics instruction: Blending a MOOC and in-person discussion to train physics graduate students and postdocs in evidence-based teaching

NASA Astrophysics Data System (ADS)

Goldberg, Bennett

A challenge facing physics education is how to encourage and support the adoption of evidence-based instructional practices that decades of physics education research has shown to be effective. Like many STEM departments, physics departments struggle to overcome the barriers of faculty knowledge, motivation and time; institutional cultures and reward systems; and disciplinary traditions. Research has demonstrated successful transformation of department-level approaches to instruction through local learning communities, in-house expertise, and department administrative support. In this talk, I will discuss how physics and other STEM departments can use a MOOC on evidence-based instruction together with in-person seminar discussions to create a learning community of graduate students and postdocs, and how such communities can affect departmental change in teaching and learning. Four university members of the 21-university network working to prepare future faculty to be both excellent researchers and excellent teachers collaborated on an NSF WIDER project to develop and deliver two massive open online courses (MOOCs) in evidence-based STEM instruction. A key innovation is a new blended mode of delivery where groups of participants engaged with the online content and then meet weekly in local learning communities to discuss content, communicate current experiences, and delve deeper into particular techniques of local interest. The MOOC team supported these so-called MOOC-Centered Learning Communities, or MCLCs, with detailed facilitator guides complete with synopses of online content, learning goals and suggested activities for in-person meetings, as well as virtual MCLC communities for sharing and feedback. In the initial run of the first MOOC, 40 MCLCs were created; in the second run this past fall, more than 80 MCLCs formed. Further, target audiences of STEM graduate students and postdocs completed at a 40-50% rate, indicating the value they place in building their knowledge in evidence-based instruction. We will present data on the impact of being in an MCLC on completion and learning outcomes, as well as data on departmental change in physics supported by MCLCs. Work supported by NSF DUE-1347605.

Waiting for the Monarch

ERIC Educational Resources Information Center

Forrest, Lorrie; Hechter, Richard

2017-01-01

This article describes an activity designed to foster an authentic way for students to learn about the biodiversity in their community. The activity is a half year scaffolding sequence to explore the living environment right outside the classroom. In using the outdoors just outside the window as a classroom, an inquiry based activity accomplished…

The fundamentals of integrating service in a post-licensure RN to BSN program.

PubMed

Washington-Brown, Linda; Ritchie, Arlene

2014-01-01

Integrating service in a post-licensure registered nurse to bachelor of science in nursing (RN to BSN) program provides licensed registered nurse (RN) students the opportunity to learn, develop, and experience different cultures while serving the community and populations in need (McKinnon & Fitzpatrick, 2012). Service to the community, integrated with academic learning can be applied in a wide variety of settings, including schools, universities, and community faith-based organizations. Academic service-learning (ASL) can involve a group of students, a classroom, or an entire school. In the RN to BSN program, the authors use a student-directed service learning approach that integrates service-learning throughout the curriculum. RN students are introduced to service-learning at program orientation prior to the start of classes and receive reinforcement and active engagement throughout the curriculum. The students and volunteer agencies receive and give benefits from the services provided and the life lessons gained through mentorship, education, and hands-on experiences.

Blending Communities and Team-Based Learning in a Programming Course

ERIC Educational Resources Information Center

Cabrera, Ignacio; Villalon, Jorge; Chavez, Jorge

2017-01-01

In recent years, engineering education teachers have needed to incorporate technology-supported collaboration to enhance learning. Implementing these activities requires course redesign, which must be meticulous for their full potential to be reached. This can require a lot of work for first time users, which can be a barrier to implementation.…

Pedagogical Catalysts of Civic Competence: The Development of a Critical Epistemological Model for Community-Based Learning

ERIC Educational Resources Information Center

Stokamer, Stephanie

2013-01-01

Democratic problem-solving necessitates an active and informed citizenry, but existing research on service-learning has shed little light on the relationship between pedagogical practices and civic competence outcomes. This study developed and tested a model to represent that relationship and identified pedagogical catalysts of civic competence…

Creative Alternatives for Service Learning: A Project-Based Approach.

ERIC Educational Resources Information Center

Turner, Roselyn M.; Grizzaffi, Karen

This document discusses how service learning has developed over the past century in its practices from involvement in volunteerism to active civic engagement. It is so beneficial to both learners and the community that many educators and government leaders believe it should be a required component in the educational career of all students. The…

Lessons learned from recent geomagnetic disturbance model validation activities

NASA Astrophysics Data System (ADS)

Pulkkinen, A. A.; Welling, D. T.

2017-12-01

Due to concerns pertaining to geomagnetically induced current impact on ground-based infrastructure, there has been significantly elevated interest in applying models for local geomagnetic disturbance or "delta-B" predictions. Correspondingly there has been elevated need for testing the quality of the delta-B predictions generated by the modern empirical and physics-based models. To address this need, community-wide activities were launched under the GEM Challenge framework and one culmination of the activities was the validation and selection of models that were transitioned into operations at NOAA SWPC. The community-wide delta-B action is continued under the CCMC-facilitated International Forum for Space Weather Capabilities Assessment and its "Ground Magnetic Perturbations: dBdt, delta-B, GICs, FACs" working group. The new delta-B working group builds on the past experiences and expands the collaborations to cover the entire international space weather community. In this paper, we discuss the key lessons learned from the past delta-B validation exercises and lay out the path forward for building on those experience under the new delta-B working group.

Gardening Activities, Education, and Self-Esteem: Learning outside the Classroom

ERIC Educational Resources Information Center

Hoffman, August John; Morales Knight, Luis F.; Wallach, Julie

2007-01-01

Numerous articles have been written about the impact of community-based work and self-esteem, self-efficacy, and gardening in an educational environment. Empirical data suggest that when students have become involved in a group effort designed to improve a school, community, or society, a sense of interdependency and loyalty to that institution…

Differential Workload Calculation and Its Impact on Lab Science Instruction at the Community College Level

ERIC Educational Resources Information Center

Boyd, Beth Nichols

2013-01-01

The calculation of workload for science instructors who teach classes with laboratory components at the community college level is inconsistent. Despite recommendations from the National Research Council (1996) and the large body of evidence which indicates that activity-based instruction produces greater learning gains than passive, lecture-based…

Creating Learning Communities in the Classroom

ERIC Educational Resources Information Center

Saville, Bryan K.; Lawrence, Natalie Kerr; Jakobsen, Krisztina V.

2012-01-01

There are many ways to construct classroom-based learning communities. Nevertheless, the emphasis is always on cooperative learning. In this article, the authors focus on three teaching methods--interteaching, team-based learning, and cooperative learning in large, lecture-based courses--that they have used successfully to create classroom-based…

Reimagining Diversity Work: Multigenerational Learning, Adult Immigrants, and Dialogical Community-Based Learning

ERIC Educational Resources Information Center

Yep, Kathleen S.

2014-01-01

Interactions between universities and surrounding communities have the potential to create empowering education through community engagement. Innovative "town/gown" relationships such as multigenerational learning communities with immigrant communities may foster positive student learning outcomes while at the same time strengthen local…

Community-Based Participatory Initiatives to Increase Breastfeeding Rates in Indiana.

PubMed

Friesen, Carol A; Hormuth, Laura J; Cardarelli, Tina L

2015-11-01

In 2012, the Centers for Disease Control and Prevention awarded the Indiana State Department of Health funding for breastfeeding activities. The grant, issued in part in response to the 2011 Surgeon General's Call to Action to Support Breastfeeding, focused on providing funding and technical support to small community-based organizations to address challenges encountered by breastfeeding mothers. Indiana used the funds to develop the Community Breastfeeding Support Initiative (CBSI). The goal was to provide funding and technical support to small community-based organizations to carry out self-selected projects in their communities. The 13 CBSI programs served 1345 individual clients (n = 3664 visits) during the 9-month period. This article provides valuable information about collaboration at the state level and the supporting infrastructure in place to carry out this project. Our findings about the number of clients served, number of visits, community-specific programs and activities, and lessons learned can be used by other organizations as they plan breastfeeding support programs for their community. © The Author(s) 2015.

The contributions of community learning centres (CLCs) to personal and community development in Myanmar

NASA Astrophysics Data System (ADS)

Le, Ai Tam Pham

2018-05-01

Community learning centres (CLCs) have been widely established in the Asia-Pacific region as locally managed institutions that offer non-formal educational opportunities and community development activities. Myanmar officially has more than 3,000 centres, which is one of the highest numbers in the region. This article examines the operation of CLCs and their contributions to personal and community development in Padaung, Myanmar. The author's research is based on six weeks of fieldwork in Myanmar for data collection including semi-structured interviews, focus group discussions and informal conversations. Her findings suggest that CLCs can contribute to the improvement of both individuals' quality of life and communities' social capital, which facilitates mutually beneficial collective action. The findings also support the conclusion that CLCs can provide additional educational opportunities beyond the formal system, especially for adults and members of rural communities, e.g. farmers. However, due to constraints in terms of budget, implementing capacity and socio-economic factors, the outreach of CLC activities is still somewhat limited and has yet to reach its full potential.

Gamification: An Innovative Teaching-Learning Strategy for the Digital Nursing Students in a Community Health Nursing Course.

PubMed

Day-Black, Crystal; Merrill, Earline B; Konzelman, Lois; Williams, Tammie T; Hart, Natalie

2015-01-01

Serious games have "re-emerged" as innovative teaching-learning strategies that researchers have shown to be effective in improving student learning outcomes. "Serious games" refer to games that are driven by educational goals, not entertainment. The use of serious games as part of the teaching-learning experience in nursing education fits into the philosophy and strategies of active learning. The "digital" nursing student needs engagement, stimulation, realism, and entertainment not more readings and Powerpoint supplements in the classroom to support learning. Nursing faculty at a mid-Atlantic Historical Black College and University introduced "serious gaming" technology into a Community Health Nursing course by using two web-based gamed simulations, Outbreak at WatersEdge: A Public Health Discovery Game, and EnviroRisk. This innovation proved to be effective in reinforcing learning and improving student learning outcomes.

GeoMapApp Learning Activities: Enabling the democratisation of geoscience learning

NASA Astrophysics Data System (ADS)

Goodwillie, A. M.; Kluge, S.

2011-12-01

GeoMapApp Learning Activities (http://serc.carleton.edu/geomapapp) are step-by-step guided inquiry geoscience education activities that enable students to dictate the pace of learning. They can be used in the classroom or out of class, and their guided nature means that the requirement for teacher intervention is minimised which allows students to spend increased time analysing and understanding a broad range of geoscience data, content and concepts. Based upon GeoMapApp (http://www.geomapapp.org), a free, easy-to-use map-based data exploration and visualisation tool, each activity furnishes the educator with an efficient package of downloadable documents. This includes step-by-step student instructions and answer sheet; a teacher's edition annotated worksheet containing teaching tips, additional content and suggestions for further work; quizzes for use before and after the activity to assess learning; and a multimedia tutorial. The activities can be used by anyone at any time in any place with an internet connection. In essence, GeoMapApp Learning Activities provide students with cutting-edge technology, research-quality geoscience data sets, and inquiry-based learning in a virtual lab-like environment. Examples of activities so far created are student calculation and analysis of the rate of seafloor spreading, and present-day evidence on the seafloor for huge ancient landslides around the Hawaiian islands. The activities are designed primarily for students at the community college, high school and introductory undergraduate levels, exposing students to content and concepts typically found in those settings.

Auditory learning through active engagement with sound: biological impact of community music lessons in at-risk children

PubMed Central

Kraus, Nina; Slater, Jessica; Thompson, Elaine C.; Hornickel, Jane; Strait, Dana L.; Nicol, Trent; White-Schwoch, Travis

2014-01-01

The young nervous system is primed for sensory learning, facilitating the acquisition of language and communication skills. Social and linguistic impoverishment can limit these learning opportunities, eventually leading to language-related challenges such as poor reading. Music training offers a promising auditory learning strategy by directing attention to meaningful acoustic elements of the soundscape. In light of evidence that music training improves auditory skills and their neural substrates, there are increasing efforts to enact community-based programs to provide music instruction to at-risk children. Harmony Project is a community foundation that has provided free music instruction to over 1000 children from Los Angeles gang-reduction zones over the past decade. We conducted an independent evaluation of biological effects of participating in Harmony Project by following a cohort of children for 1 year. Here we focus on a comparison between students who actively engaged with sound through instrumental music training vs. students who took music appreciation classes. All children began with an introductory music appreciation class, but midway through the year half of the children transitioned to the instrumental training. After the year of training, the children who actively engaged with sound through instrumental music training had faster and more robust neural processing of speech than the children who stayed in the music appreciation class, observed in neural responses to a speech sound /d/. The neurophysiological measures found to be enhanced in the instrumentally-trained children have been previously linked to reading ability, suggesting a gain in neural processes important for literacy stemming from active auditory learning. Despite intrinsic constraints on our study imposed by a community setting, these findings speak to the potential of active engagement with sound (i.e., music-making) to engender experience-dependent neuroplasticity and may inform the development of strategies for auditory learning. PMID:25414631

Auditory learning through active engagement with sound: biological impact of community music lessons in at-risk children.

PubMed

Kraus, Nina; Slater, Jessica; Thompson, Elaine C; Hornickel, Jane; Strait, Dana L; Nicol, Trent; White-Schwoch, Travis

2014-01-01

The young nervous system is primed for sensory learning, facilitating the acquisition of language and communication skills. Social and linguistic impoverishment can limit these learning opportunities, eventually leading to language-related challenges such as poor reading. Music training offers a promising auditory learning strategy by directing attention to meaningful acoustic elements of the soundscape. In light of evidence that music training improves auditory skills and their neural substrates, there are increasing efforts to enact community-based programs to provide music instruction to at-risk children. Harmony Project is a community foundation that has provided free music instruction to over 1000 children from Los Angeles gang-reduction zones over the past decade. We conducted an independent evaluation of biological effects of participating in Harmony Project by following a cohort of children for 1 year. Here we focus on a comparison between students who actively engaged with sound through instrumental music training vs. students who took music appreciation classes. All children began with an introductory music appreciation class, but midway through the year half of the children transitioned to the instrumental training. After the year of training, the children who actively engaged with sound through instrumental music training had faster and more robust neural processing of speech than the children who stayed in the music appreciation class, observed in neural responses to a speech sound /d/. The neurophysiological measures found to be enhanced in the instrumentally-trained children have been previously linked to reading ability, suggesting a gain in neural processes important for literacy stemming from active auditory learning. Despite intrinsic constraints on our study imposed by a community setting, these findings speak to the potential of active engagement with sound (i.e., music-making) to engender experience-dependent neuroplasticity and may inform the development of strategies for auditory learning.

Pedagogical Scholarship in Public Health: A Call for Cultivating Learning Communities to Support Evidence-Based Education.

PubMed

Merzel, Cheryl; Halkitis, Perry; Healton, Cheryl

Public health education is experiencing record growth and transformation. The current emphasis on learning outcomes necessitates attention to creating and evaluating the best curricula and learning methods for helping public health students develop public health competencies. Schools and programs of public health would benefit from active engagement in pedagogical research and additional platforms to support dissemination and implementation of educational research findings. We reviewed current avenues for sharing public health educational research, curricula, and best teaching practices; we identified useful models from other health professions; and we offered suggestions for how the field of public health education can develop communities of learning devoted to supporting pedagogy. Our goal was to help advance an agenda of innovative evidence-based public health education, enabling schools and programs of public health to evaluate and measure success in meeting the current and future needs of the public health profession.

The Effect of Online Collaboration on Adolescent Sense of Community in Eighth-Grade Physical Science

NASA Astrophysics Data System (ADS)

Wendt, Jillian L.; Rockinson-Szapkiw, Amanda J.

2015-10-01

Using a quasi-experimental, nonequivalent pretest/posttest control group design, the researchers examined the effects of online collaborative learning on eighth-grade student's sense of community in a physical science class. For a 9-week period, students in the control group participated in collaborative activities in a face-to-face learning environment, whereas students in the experimental group participated in online collaborative activities using the Edmodo educational platform in a hybrid learning environment. Students completed the Classroom Community Scale survey as a pretest and posttest. Results indicated that the students who participated in the face-to-face classroom had higher overall sense of community and learning community than students who participated in collaborative activities in the online environment. Results and implications are discussed and suggestions for future research are provided.

Integrating Interprofessional Education and Cultural Competency Training to Address Health Disparities.

PubMed

McElfish, Pearl Anna; Moore, Ramey; Buron, Bill; Hudson, Jonell; Long, Christopher R; Purvis, Rachel S; Schulz, Thomas K; Rowland, Brett; Warmack, T Scott

2018-01-01

Many U.S. medical schools have accreditation requirements for interprofessional education and training in cultural competency, yet few programs have developed programs to meet both of these requirements simultaneously. Furthermore, most training programs to address these requirements are broad in nature and do not focus on addressing health disparities. The lack of integration may reduce the students' ability to apply the knowledge learned. Innovative programs that combine these two learning objectives and focus on disenfranchised communities are needed to train the next generation of health professionals. A unique interprofessional education program was developed at the University of Arkansas for Medical Sciences Northwest. The program includes experiential learning, cultural exposure, and competence-building activities for interprofessional teams of medicine, nursing, and pharmacy students. The activities include (a) educational seminars, (b) clinical experiential learning in a student-led clinic, and (c) community-based service-learning through health assessments and survey research events. The program focuses on interprofessional collaboration to address the health disparities experienced by the Marshallese community in northwest Arkansas. The Marshallese are Pacific Islanders who suffer from significant health disparities related to chronic and infectious diseases. Comparison tests revealed statistically significant changes in participants' retrospectively reported pre/posttest scores for Subscales 1 and 2 of the Readiness for Interpersonal Learning Scale and for the Caffrey Cultural Competence in Healthcare Scale. However, no significant change was found for Subscale 3 of the Readiness for Interpersonal Learning Scale. Qualitative findings demonstrated a change in students' knowledge, attitudes, and behavior toward working with other professions and the underserved population. The program had to be flexible enough to meet the educational requirements and class schedules of the different health professions' education programs. The target community spoke limited English, so providing interpretation services using bilingual Marshallese community health workers was integral to the program's success.

Mobilising Funds of Identity in and out of School

ERIC Educational Resources Information Center

Subero, David; Vujasinovic, Ellen; Esteban-Guitart, Moises

2017-01-01

Learning happens through participation in formal community events and informal community activities. However, learning activities that take place in and out of school are often not mutually recognised. "Funds of knowledge" projects foster new ways of exchanging learning experiences in and out of school. "Funds of identity" can…

Community-Based Research: From Practice to Theory and Back Again.

ERIC Educational Resources Information Center

Stoecker, Randy

2003-01-01

Explores the theoretical strands being combined in community-based research--charity service learning, social justice service learning, action research, and participatory research. Shows how different models of community-based research, based in different theories of society and different approaches to community work, may combine or conflict. (EV)

45 CFR 2517.300 - Who may participate in a community-based service-learning program?

Code of Federal Regulations, 2014 CFR

2014-10-01

... 45 Public Welfare 4 2014-10-01 2014-10-01 false Who may participate in a community-based service-learning program? 2517.300 Section 2517.300 Public Welfare Regulations Relating to Public Welfare... Eligibility To Participate § 2517.300 Who may participate in a community-based service-learning program...

Active learning methods for interactive image retrieval.

PubMed

Gosselin, Philippe Henri; Cord, Matthieu

2008-07-01

Active learning methods have been considered with increased interest in the statistical learning community. Initially developed within a classification framework, a lot of extensions are now being proposed to handle multimedia applications. This paper provides algorithms within a statistical framework to extend active learning for online content-based image retrieval (CBIR). The classification framework is presented with experiments to compare several powerful classification techniques in this information retrieval context. Focusing on interactive methods, active learning strategy is then described. The limitations of this approach for CBIR are emphasized before presenting our new active selection process RETIN. First, as any active method is sensitive to the boundary estimation between classes, the RETIN strategy carries out a boundary correction to make the retrieval process more robust. Second, the criterion of generalization error to optimize the active learning selection is modified to better represent the CBIR objective of database ranking. Third, a batch processing of images is proposed. Our strategy leads to a fast and efficient active learning scheme to retrieve sets of online images (query concept). Experiments on large databases show that the RETIN method performs well in comparison to several other active strategies.

Familia and Comunidad-Based Saberes: Learning in an Indigenous Heritage Community

ERIC Educational Resources Information Center

Urrieta, Luis, Jr.

2013-01-01

This article explores how children and youth learned indigenous heritage "saberes" (knowings) through intent community participation in Nocutzepo, Mexico. The "familia" (family) and "comunidad" (community)-based saberes were valuable for skills acquisition, but most important for learning indigenous forms of…

Transforming narratives into educational tools: the collaborative development of a transformative learning tool based on Nicaraguan adolescents' creative writing about intimate partner violence.

PubMed

Singleton, Robyn; Picado Araúz, María de la Paz; Trocin, Kathleen; Winskell, Kate

2017-01-01

The use of narrative has become increasingly popular in the public health, community development, and education fields. Via emotionally engaging plotlines with authentic, captivating characters, stories provide an opportunity for participants to be carried away imaginatively into the characters' world while connecting the story with their own lived experiences. Stories have been highlighted as valuable tools in transformative learning. However, little published literature exists demonstrating applications of stories in group-based transformative learning curricula. This paper describes the creation of a narrative-based transformative learning tool based on an analysis of Nicaraguan adolescents' meaning-making around intimate partner violence (IPV) in their creative narratives. In collaboration with a Nicaraguan organization, US researchers analyzed a sample of narratives ( n = 55; 16 male-authored, 39 female-authored) on IPV submitted to a 2014 scriptwriting competition by adolescents aged 15-19. The data were particularly timely in that they responded to a new law protecting victims of gender-based violence, Law 779, and contradicted social-conservative claims that the Law 779 destroys family unity. We incorporated results from this analysis into the creation of the transformative learning tool, separated into thematic sections. The tool's sections (which comprise one story and three corresponding activities) aim to facilitate critical reflection, interpersonal dialogue, and self- and collective efficacy for social action around the following themes derived from the analysis: IPV and social support; IPV and romantic love; masculinity; warning signs of IPV; and sexual abuse. As a collaboration between a public health research team based at a US university and a Nicaraguan community-based organization, it demonstrates the potential in the age of increasingly smooth electronic communication for novel community-university partnerships to facilitate the development of narrative-based tools to support transformative learning.

Studying the Impact of Technology-Infused Activities among Low-Income Spanish-Speaking Immigrant Families

ERIC Educational Resources Information Center

Rivera, Héctor H.

2014-01-01

This study examines the impact of an intervention technology program--Community Learning Centers--designed to assist low-income Spanish-speaking parents in learning and using technology for family advancement. The study is based on a sample of 408 participants who completed pre- and post-surveys. Data collection was conducted across 2 years in…

Documenting and Examining Practices in Creating Learning Communities: Exemplars and Non-Exemplars.

ERIC Educational Resources Information Center

Hipp, Kristine A.; Huffman, Jane B.

Though promising as an implement for school reform, few professional learning centers (PLCs) have turned the vision into reality. This paper looks at how PLCs develop and maintain momentum. It examines and documents efforts in schools actively engaged in creating PLCs based on Hord's model. Hord's model employs external change agents, or…

Transgressing the Norm: Transformative Agency in Community-Based Learning for Sustainability in Southern African Contexts

ERIC Educational Resources Information Center

Lotz-Sisitka, Heila; Mukute, Mutizwa; Chikunda, Charles; Baloi, Aristides; Pesanayi, Tichaona

2017-01-01

Environment and sustainability education processes are often oriented to change and transformation, and frequently involve the emergence of new forms of human activity. However, not much is known about how such change emerges from the learning process, or "how" it contributes to the development of transformative agency in community…

We're in This Together: Intentional Design of Social Relationships with AIED Systems

ERIC Educational Resources Information Center

Walker, Erin; Ogan, Amy

2016-01-01

Students' relationships with their peers, teachers, and communities influence the ways in which they approach learning activities and the degree to which they benefit from them. Learning technologies, ranging from humanoid robots to text-based prompts on a computer screen, have a similar social influence on students. We envision a future in which…

Insights into Contextualised Learning: How Do Professional Examiners Construct Shared Understanding through Feedback?

ERIC Educational Resources Information Center

Johnson, Martin

2014-01-01

This project uses the community of practice metaphor to explore some of the discursive characteristics of learning that take place when a group of United Kingdom-based professional examiners engage in joint-work activity in both face-to-face and remote computer-mediated communication contexts. Professional examiners are all subject experts, and…

The Learning Processes of Two High-School Biology Students when Reading Primary Literature. Research Report

ERIC Educational Resources Information Center

Brill, Gilat; Falk, Hedda; Yarden, Anat

2004-01-01

Biology education, like education in any other discipline, strives to make students familiar with the knowledge, activities, and ways of thinking of the community of biologists. We produced a curriculum in developmental biology based on learning through primary literature, in an attempt to develop biological literacy among highschool students.…

Developing a student-led health and wellbeing clinic in an underserved community: collaborative learning, health outcomes and cost savings.

PubMed

Stuhlmiller, Cynthia M; Tolchard, Barry

2015-01-01

The University of New England (UNE), Australia decided to develop innovative placement opportunities for its increasing numbers of nursing students. Extensive community and stakeholder consultation determined that a community centre in rural New South Wales was the welcomed site of the student-led clinic because it fit the goals of the project-to increase access to health care services in an underserved area while providing service learning for students. Supported by a grant from Health Workforce Australia and in partnership with several community organisations, UNE established a student-led clinic in a disadvantaged community using an engaged scholarship approach which joins academic service learning with community based action research. The clinic was managed and run by the students, who were supervised by university staff and worked in collaboration with residents and local health and community services. Local families, many of whom were Indigenous Australians, received increased access to culturally appropriate health services. In the first year, the clinic increased from a one day per week to a three day per week service and offered over 1000 occasions of care and involved 1500 additional community members in health promotion activities. This has led to improved health outcomes for the community and cost savings to the health service estimated to be $430,000. The students learned from members of the community and community members learned from the students, in a collaborative process. Community members benefited from access to drop in help that was self-determined. The model of developing student-led community health and wellbeing clinics in underserved communities not only fulfils the local, State Government, Federal Government and international health reform agenda but it also represents good value for money. It offers free health services in a disadvantaged community, thereby improving overall health and wellbeing. The student-led clinic is an invaluable and sustainable link between students, health care professionals, community based organisations, the university, and the community. The community benefits from the clinic by learning to self-manage health and wellbeing issues. The benefits for students are that they gain practical experience in an interdisciplinary setting and through exposure to a community with unique and severe needs.

Public Libraries and Community-Based Education: Making the Connection for Lifelong Learning. Volume 2: Commissioned Papers. A Conference Sponsored by the National Institute on Postsecondary Education, Libraries, and Lifelong Learning, Office of Educational Research and Improvement (Washington, D.C., April 12-13, 1995).

ERIC Educational Resources Information Center

National Inst. on Postsecondary Education, Libraries, and Lifelong Learning (ED/OERI), Washington, DC.

This conference explored the relationship between the public library, community-based adult education, and lifelong learning. The eight commissioned papers presented include: "Community Based Adult Jewish Learning Program: Issues and Concerns" (Paul A. Flexner); "Rural and Small Libraries: Provisions for Lifelong Learning" (Bernard Vavrek);…

Project-Based Learning Communities in Developmental Education: A Case Study of Lessons Learned

ERIC Educational Resources Information Center

Butler, Alison; Christofili, Monica

2014-01-01

This case study tracks the application of project-based learning (PBL) during four separate college terms at Portland Community College in Portland, Oregon. Each term follows a different learning community of first-term college students enrolled in a program of developmental education (DE), reading, writing, math, and college survival and success…

Educational Innovations in Academic Medicine and Environmental Trends

PubMed Central

Irby, David M; Wilkerson, LuAnn

2003-01-01

Fifteen educational innovations in academic medicine are described in relation to 5 environmental trends. The first trend, demands for increased clinical productivity, has diminished the learning environment, necessitating new organizational structures to support teaching, such as academies of medical educators, mission-based management, and faculty development. The second trend is multidisciplinary approaches to science and education. This is stimulating the growth of multidisciplinary curricular design and oversight along with integrated curricular structures. Third, the science of learning advocates the use of case-based, active learning methods; learning communities such as societies and colleges; and instructional technology. Fourth, shifting views of health and disease are encouraging the addition of new content in the curriculum. In response, theme committees are weaving content across the curriculum, new courses are being inserted into curricula, and community-based education is providing learning experiences outside of academic medical centers. Fifth, calls for accountability are leading to new forms of performance assessment using objective structured clinical exams, clinical examination exercises, simulators, and comprehensive assessment programs. These innovations are transforming medical education. PMID:12795736

Supporting Collective Inquiry: A Technology Framework for Distributed Learning

NASA Astrophysics Data System (ADS)

Tissenbaum, Michael

This design-based study describes the implementation and evaluation of a technology framework to support smart classrooms and Distributed Technology Enhanced Learning (DTEL) called SAIL Smart Space (S3). S3 is an open-source technology framework designed to support students engaged in inquiry investigations as a knowledge community. To evaluate the effectiveness of S3 as a generalizable technology framework, a curriculum named PLACE (Physics Learning Across Contexts and Environments) was developed to support two grade-11 physics classes (n = 22; n = 23) engaged in a multi-context inquiry curriculum based on the Knowledge Community and Inquiry (KCI) pedagogical model. This dissertation outlines three initial design studies that established a set of design principles for DTEL curricula, and related technology infrastructures. These principles guided the development of PLACE, a twelve-week inquiry curriculum in which students drew upon their community-generated knowledge base as a source of evidence for solving ill-structured physics problems based on the physics of Hollywood movies. During the culminating smart classroom activity, the S3 framework played a central role in orchestrating student activities, including managing the flow of materials and students using real-time data mining and intelligent agents that responded to emergent class patterns. S3 supported students' construction of knowledge through the use individual, collective and collaborative scripts and technologies, including tablets and interactive large-format displays. Aggregate and real-time ambient visualizations helped the teacher act as a wondering facilitator, supporting students in their inquiry where needed. A teacher orchestration tablet gave the teacher some control over the flow of the scripted activities, and alerted him to critical moments for intervention. Analysis focuses on S3's effectiveness in supporting students' inquiry across multiple learning contexts and scales of time, and in making timely and effective use of the community's knowledge base, towards producing solutions to sophisticated, ill defined problems in the domain of physics. Video analysis examined whether S3 supported teacher orchestration, freeing him to focus less on classroom management and more on students' inquiry. Three important outcomes of this research are a set of design principles for DTEL environments, a specific technology infrastructure (S3), and a DTEL research framework.

Community Indicators: A Framework for Observing and Supporting Community Activity on Cloudworks

ERIC Educational Resources Information Center

Galley, Rebecca; Conole, Gráinne; Alevizou, Panagiota

2014-01-01

Cloudworks (Cloudworks.ac.uk) is a social networking site designed for sharing, finding and discussing learning and teaching ideas and experiences. Design and development of the site has been based on an iterative analysis, development and implementation approach, underpinned by ongoing research and evaluation. To this end, we have been seeking to…

Exploring Meteorology Education in Community College: Lecture-based Instruction and Dialogue-based Group Learning

NASA Astrophysics Data System (ADS)

Finley, Jason Paul

This study examined the impact of dialogue-based group instruction on student learning and engagement in community college meteorology education. A quasi-experimental design was used to compare lecture-based instruction with dialogue-based group instruction during two class sessions at one community college in southern California. Pre- and post-tests were used to measure learning and interest, while surveys were conducted two days after the learning events to assess engagement, perceived learning, and application of content. The results indicated that the dialogue-based group instruction was more successful in helping students learn than the lecture-based instruction. Each question that assessed learning had a higher score for the dialogue group that was statistically significant (alpha < 0.05) compared to the lecture group. The survey questions about perceived learning and application of content also exhibited higher scores that were statistically significant for the dialogue group. The qualitative portion of these survey questions supported the quantitative results and showed that the dialogue students were able to remember more concepts and apply these concepts to their lives. Dialogue students were also more engaged, as three out of the five engagement-related survey questions revealed statistically significantly higher scores for them. The qualitative data also supported increased engagement for the dialogue students. Interest in specific meteorological topics did not change significantly for either group of students; however, interest in learning about severe weather was higher for the dialogue group. Neither group found the learning events markedly meaningful, although more students from the dialogue group found pronounced meaning centered on applying severe weather knowledge to their lives. Active engagement in the dialogue approach kept these students from becoming distracted and allowed them to become absorbed in the learning event. This higher engagement most likely contributed to the resulting higher learning. Together, these results indicate that dialogue education, especially compared to lecture methods, has a great potential for helping students learn meteorology. Dialogue education can also help students engage in weather-related concepts and potentially develop better-informed citizens in a world with a changing climate.

Guided participation in cultural activity by toddlers and caregivers.

PubMed

Rogoff, B; Mistry, J; Göncü, A; Mosier, C

1993-01-01

In this Monograph, we examine how toddlers and their caregivers from four cultural communities collaborate in shared activities. We focus both on similarities across communities in processes of guided participation--structuring children's participation and bridging between their understanding and that of their caregivers--and on differences in how guided participation occurs. We examine the idea that a key cultural difference entails who is responsible for learning--whether adults take this responsibility by structuring teaching situations or whether children take responsibility for learning through observation and through participating in adult activities with caregivers' support. We speculate that these two patterns relate to cultural variation in the segregation of children from adult activities of their community and in emphasis on formal schooling. The four communities of our study vary along these lines as well as in other ways: a Mayan Indian town in Guatemala, a middle-class urban group in the United States, a tribal village in India, and a middle-class urban neighborhood in Turkey. In each community, we visited the families of 14 toddlers (aged 12-24 months) for an interview that was focused on child-rearing practices, which included observations of caregivers helping the toddlers operate novel objects spontaneously during adult activities. Results are based on systematic analysis of patterns of communication and attention in each family in each community, combining the tools of ethnographic description, graphic analysis, and statistics.(ABSTRACT TRUNCATED AT 250 WORDS)

Teaching Quantum Mechanics through Project-based Learning

NASA Astrophysics Data System (ADS)

Duda, Gintaras

2013-04-01

Project/Problem-based learning (PBL) is an active area of research within the physics education research (PER) community, however, work done to date has focused on introductory courses. This talk will explore research on upper division quantum mechanics, a junior/senior level course at Creighton, which was taught using PBL pedagogy with no in-class lectures. The talk will explore: 1. student learning in light of the new pedagogy and embedded meta-cognitive self-monitoring and reflective exercises and 2. the effect of the PBL curriculum on student attitudes students’ epistemologies.

Improving the quality of learning in science through optimization of lesson study for learning community

NASA Astrophysics Data System (ADS)

Setyaningsih, S.

2018-03-01

Lesson Study for Learning Community is one of lecturer profession building system through collaborative and continuous learning study based on the principles of openness, collegiality, and mutual learning to build learning community in order to form professional learning community. To achieve the above, we need a strategy and learning method with specific subscription technique. This paper provides a description of how the quality of learning in the field of science can be improved by implementing strategies and methods accordingly, namely by applying lesson study for learning community optimally. Initially this research was focused on the study of instructional techniques. Learning method used is learning model Contextual teaching and Learning (CTL) and model of Problem Based Learning (PBL). The results showed that there was a significant increase in competence, attitudes, and psychomotor in the four study programs that were modelled. Therefore, it can be concluded that the implementation of learning strategies in Lesson study for Learning Community is needed to be used to improve the competence, attitude and psychomotor of science students.

Science education as/for participation in the community

NASA Astrophysics Data System (ADS)

Roth, Wolff-Michael; Lee, Stuart

2004-03-01

In this paper, we take up and advance the project of rethinking scientific literacy by Eisenhart, Finkel, and Marion (American Educational Research Journal, 1996, 33, 261-295). As part of a project of rethinking science education, we advance three propositions. First, because society is built on division of labor, not everybody needs to know the same basic sets of concepts; it is more important to allow the emergence of scientific literacy as a collective property. Second, scientific knowledge ought not to be privileged in democratic collective decision making but ought to be one of many resources. Third, rethinking science education as and for participation in community life sets up the potential for lifelong participation in and learning of science-related issues. To show the viability of these propositions, we provide a case study based on a 3-year, multisite ethnographic research project as part of which we investigated science in the community. Framing our work in terms of activity theory, we provide descriptions of science in a local middle school, where students learn science while participating in a community effort to contribute to the knowledge base about a local creek. The children's activities are continuous with those of adults concerned about environmental health. In this way, rather than preparing for life after school, science education allows students to participate in legitimate ways in community life and therefore provides a starting point for uninterrupted lifelong learning across the presently existing boundary separating formal schooling from everyday life outside schools.

A Novel Wearable Sensor-Based Human Activity Recognition Approach Using Artificial Hydrocarbon Networks.

PubMed

Ponce, Hiram; Martínez-Villaseñor, María de Lourdes; Miralles-Pechuán, Luis

2016-07-05

Human activity recognition has gained more interest in several research communities given that understanding user activities and behavior helps to deliver proactive and personalized services. There are many examples of health systems improved by human activity recognition. Nevertheless, the human activity recognition classification process is not an easy task. Different types of noise in wearable sensors data frequently hamper the human activity recognition classification process. In order to develop a successful activity recognition system, it is necessary to use stable and robust machine learning techniques capable of dealing with noisy data. In this paper, we presented the artificial hydrocarbon networks (AHN) technique to the human activity recognition community. Our artificial hydrocarbon networks novel approach is suitable for physical activity recognition, noise tolerance of corrupted data sensors and robust in terms of different issues on data sensors. We proved that the AHN classifier is very competitive for physical activity recognition and is very robust in comparison with other well-known machine learning methods.

Creating a Climate for Service Learning Success

ERIC Educational Resources Information Center

Jeandron, Carol; Robinson, Gail

2010-01-01

The American Association of Community Colleges (AACC) defines service learning as the combination of classroom instruction with community service, focusing on critical, reflective thinking as well as personal and civic responsibility. Service learning programs involve students in activities that address local, community-identified needs while…

Teacher Education in Schools as Learning Communities: Transforming High-Poverty Schools through Dialogic Learning

ERIC Educational Resources Information Center

Garcia-Carrion, Rocio; Gomez, Aitor; Molina, Silvia; Ionescu, Vladia

2017-01-01

Teachers' professional development in Schools as Learning Communities may become a key process for the sustainability and transferability of this model worldwide. Learning Communities (LC) is a community-based project that aims to transform schools through dialogic learning and involves research-grounded schools that implement Successful…

Service-Learning as a Catalyst for Community Development: How Do Community Partners Benefit From Service-Learning?

ERIC Educational Resources Information Center

Geller, Joanna D.; Zuckerman, Natalie; Seidel, Adam

2016-01-01

Service-learning has the potential to create mutually beneficial relationships between schools and communities, but little research explores service-learning from the community's perspective. The purpose of this study was to (a) understand how community-based organizations (CBOs) benefited from partnering with students and (b) examine whether…

Integrating Community into the Classroom: Community Gardening, Community Involvement, and Project-Based Learning.

ERIC Educational Resources Information Center

Langhout, Regina Day; Rappaport, Julian; Simmons, Doretha

2002-01-01

Culturally relevant, ongoing project-based learning was facilitated in a predominantly African American urban elementary school via a community garden project. The project involved teachers, students, university members, and community members. This article evaluates the project through two classroom-community collaboration models, noting common…

How Service Learning Addresses the Mental Health Needs of Students in Urban Schools

ERIC Educational Resources Information Center

Wilczenski, Felicia L.; Cook, Amy L.

2009-01-01

Service learning promotes social-emotional and academic development through active engagement in community activities. It empowers students to think beyond themselves and to develop a commitment to serve others. In so doing, service learning builds connections with school and community that are critically important in urban settings. This paper…

Community-Based Disaster Management: A Lesson Learned From Community Emergency Response Management in Banyumas, Indonesia

NASA Astrophysics Data System (ADS)

Pratama, A. Y.; Sariffuddin, S.

2018-02-01

This article aimed to review community-based disaster management in terms of its independent coordination and disaster management. Community resilience was tested during disaster emergency. While panic, the community is required to be viable and able to evacuate, manage logistic, collect data on damage and the victim, and coordinate with outsiders independently. The community in Gununglurah Village, Banyumas Regency which was hit by a landslide in 2015 provides a lesson learned about community based disaster management. This research used qualitative descriptive methodology with in-depth interview with 23 informants from the community, donor institution, village officers, and government officers. Through traditional and informal methods, the community implemented disaster management that was categorized into 3 mechanisms that were social, functional, and sequential mechanism. These mechanisms controlled different portion in which social mechanism holds the most important role in disaster management, then functional mechanism and sequential mechanism. Various community activities in the village equipped the community with organizational experience to manage logistic, human resource and other coordination. In 2007, in fact, there was vulnerability risk assessment done by the local government, which recommended efforts to be done by the community to reduce the disaster risk, yet it was not implemented. It was interesting to note that in spite of the independent disaster management there was a scientific assessment neglected. Based on this research, a new discussion on how to synchronize the endogenous knowledge with scientific modern knowledge was opened.

Community-based medical education: is success a result of meaningful personal learning experiences?

PubMed

Kelly, Len; Walters, Lucie; Rosenthal, David

2014-01-01

Community-based medical education (CBME) is the delivery of medical education in a specific social context. Learners become a part of social and medical communities where their learning occurs. Longitudinal integrated clerkships (LICs) are year-long community-based placements where the curriculum and clinical experience is typically delivered by primary care physicians. These programs have proven to be robust learning environments, where learners develop strong communication skills and excellent clinical reasoning. To date, no learning model has been offered to describe CBME. The characteristics of CBME are explored by the authors who suggest that the social and professional context provided in small communities enhances medical education. The authors postulate that meaningfulness is engendered by the authentic context, which develops over time. These relationships with preceptors, patients and the community provide meaningfulness, which in turn enhances learning. The authors develop a novel learning model. They propose that the context-rich environment of CBME allows for meaningful relationships and experiences for students and that such meaningfulness enhances learning.

78 FR 65302 - Agency Information Collection Activities; Comment Request; Evaluation of a District Wide...

Federal Register 2010, 2011, 2012, 2013, 2014

2013-10-31

...; Comment Request; Evaluation of a District Wide Implementation of a Professional Learning Community... Professional Learning Community Initiative. OMB Control Number: 1850--NEW. Type of Review: A new information... need for systematic information about district-wide implementation of professional learning communities...

Building up STEM education professional learning community in school setting: Case of Khon Kaen Wittayayon School

NASA Astrophysics Data System (ADS)

Thana, Aduldej; Siripun, Kulpatsorn; Yuenyong, Chokchai

2018-01-01

The STEM education is new issue of teaching and learning in school setting. Building up STEM education professional learning community may provide some suggestions for further collaborative work of STEM Education from grounded up. This paper aimed to clarify the building up STEM education learning community in Khon Kaen Wittayayon (KKW) School setting. Participants included Khon Kaen University researchers, Khon Kaen Wittayayon School administrators and teachers. Methodology regarded interpretative paradigm. The tools of interpretation included participant observation, interview and document analysis. Data was analyzed to categories of condition for building up STEM education professional learning community. The findings revealed that the actions of developing STEM learning activities and research showed some issues of KKW STEM community of inquiry and improvement. The paper will discuss what and how the community learns about sharing vision of STEM Education, supportive physical and social conditions of KKW, sharing activities of STEM, and good things from some key STEM teachers' ambition. The paper may has implication of supporting STEM education in Thailand school setting.

Students' Educational Activities During Clerkship.

ERIC Educational Resources Information Center

O'Sullivan, Patricia S.; And Others

1997-01-01

Logs completed by 201 medical students in third-year clerkships at nine community-based hospitals indicated students received 6.5 hours of teaching with an instructor daily, spending 4.9 more hours in clerkship-related learning. Most teaching was by full-time faculty and residents. In half their educational activities, students participated with…

Supporting and structuring "contributing student pedagogy" in Computer Science curricula

NASA Astrophysics Data System (ADS)

Falkner, Katrina; Falkner, Nickolas J. G.

2012-12-01

Contributing student pedagogy (CSP) builds upon social constructivist and community-based learning principles to create engaging and productive learning experiences. What makes CSP different from other, related, learning approaches is that it involves students both learning from and also explicitly valuing the contributions of other students. The creation of such a learning community builds upon established educational psychology that encourages deep learning, reflection and engagement. Our school has recently completed a review and update of its curriculum, incorporating student content-creation and collaboration into the design of key courses across the curriculum. Our experiences, based on several years of experimentation and development, support CSP-based curriculum design to reinforce the value of the student perspective, the clear description of their own transformative pathway to knowledge and the importance of establishing student-to-student networks in which students are active and willing participants. In this paper, we discuss the tools and approaches that we have employed to guide, support and structure student collaboration across a range of courses and year levels. By providing an account of our intentions, our approaches and tools, we hope to provide useful and transferrable knowledge that can be readily used by other academics who are considering this approach.

Why STEM Learning Communities Work: The Development of Psychosocial Learning Factors through Social Interaction

ERIC Educational Resources Information Center

Carrino, Stephanie Sedberry; Gerace, William J.

2016-01-01

STEM learning communities facilitate student academic success and persistence in science disciplines. This prompted us to explore the underlying factors that make learning communities successful. In this paper, we report findings from an illustrative case study of a 2-year STEM-based learning community designed to identify and describe these…

Community Service-Learning and Cultural-Historical Activity Theory

ERIC Educational Resources Information Center

Taylor, Alison

2014-01-01

This paper explores the potential of cultural-historical activity theory (CHAT), to provide new insights into community service-learning (CSL) in higher education. While CSL literature acknowledges the influences of John Dewey and Paolo Freire, discussion of the potential contribution of cultural-historical activity theory, rooted in the work of…

Quality of Learning Outcomes in an Online Video-Based Learning Community: Potential and Challenges for Student Teachers

ERIC Educational Resources Information Center

So, Winnie Wing-mui

2012-01-01

This study investigates the learning outcomes of 25 student teachers in an online video-based learning community (VBLC). Data were drawn from the student teachers' written comments and feedback recorded in the VBLC and the post-course interviews. Based on Biggs and Collis's Structure of Observed Learning Outcomes (SOLO) taxonomy, the majority of…

Exploring Students' Perceptions of Service-Learning Experiences in an Undergraduate Web Design Course

ERIC Educational Resources Information Center

Lee, Sang Joon; Wilder, Charlie; Yu, Chien

2018-01-01

Service-learning is an experiential learning experience where students learn and develop through active participation in community service to meet the needs of a community. This study explored student learning experiences in a service-learning group project and their perceptions of service-learning in an undergraduate web design course. The data…

A Symbiotic Relationship? Exploring the Relationships between College Students and Community Partners Who Engage in a Shared Service-Learning Project

ERIC Educational Resources Information Center

Budhai, Stephanie Smith

2012-01-01

Broadly defined as the combination and/or integration of participation in a community service activity with formal learning and reflection (Clark, 1999; Reising, Allen, & Hall, 2006; Tucker, McCarthy, & Lenk, 1998; Yan & Rodgers, 2006), service-learning activities range from voluntary student organized initiatives to mandatory…

Storytelling in Community Intervention Research: Lessons Learned From the Walk Your Heart to Health Intervention

PubMed Central

LeBron, Alana M. W.; Schulz, Amy J.; Bernal, Cristina; Gamboa, Cindy; Wright, Conja; Sand, Sharon; Valerio, Melissa; Caver, Deanna

2015-01-01

Background Contextually and culturally congruent interventions are urgently needed to reduce racial, ethnic, and socio economic inequities in physical activity and cardiovascular disease. Objectives To examine a community-based participatory research (CBPR) process that incorporated storytelling into a physical activity intervention, and consider implications for reducing health inequities. Methods We used a CBPR process to incorporate storytelling in an existing walking group intervention. Stories conveyed social support and problem-solving intervention themes designed to maintain increases in physical activity over time, and were adapted to the walking group context, group dynamics, challenges, and traditions. Lessons Learned After describing of the CBPR process used to adapt stories to walking group sites, we discuss challenges and lessons learned regarding the adaptation and implementation of stories to convey key intervention themes. Conclusions A CBPR approach to incorporating storytelling to convey intervention themes offers an innovative and flexible strategy to promote health toward the elimination of health inequities. PMID:25727980

Effects of an Online Learning Community on Active and Reflective Learners' Learning Performance and Attitudes in a Face-to-Face Undergraduate Course

ERIC Educational Resources Information Center

Zhan, Zehui; Xu, Fuyin; Ye, Huiwen

2011-01-01

The purpose of this study was to examine the effects of an Online Learning Community (OLC) on active and reflective learners' learning performance and attitude in a face-to-face undergraduate digital design course. 814 freshmen in an introductory digital design course were randomly assigned to one of two treatments: one offered students an OLC,…

Exploration of the Factors That Support Learning: Web-Based Activity and Testing Systems in Community College Algebra

ERIC Educational Resources Information Center

Hauk, Shandy; Matlen, Bryan

2016-01-01

A variety of computerized interactive learning platforms exist. Most include instructional supports in the form of problem sets. Feedback to users ranges from a single word like "Correct!" to offers of hints and partially to fully worked examples. Behind-the-scenes design of such systems varies as well --from static dictionaries of…

Exploration of the Factors That Support Learning: Web-Based Activity and Testing Systems in Community College Algebra [Contributed Report

ERIC Educational Resources Information Center

Hauk, Shandy; Matlen, Bryan; Thomas, Larry

2017-01-01

A variety of computerized interactive learning platforms exist. Most include instructional supports in the form of problem sets. Feedback to users ranges from a single word like "Correct!" to offers of hints and partially- to fully-worked examples. Behind-the-scenes design of systems varies as well--from static dictionaries of problems…

Evaluation of an interprofessional educational curriculum pilot course for practitioners working with post-stroke patients.

PubMed

Olaisen, Rho Henry; Mariscal-Hergert, Cheryl; Shaw, Alissa; Macchiavelli, Cecilia; Marsheck, Joanna

2014-03-01

This report describes the design and evaluation of an interprofessional pilot training course aimed at pre-licensure practitioners working with post-stroke patients in community-based settings. The course was developed by community-based practitioners from nine health professions. Course learning activities included traditional methods (lectures) and interactive modules (problem-based learning and exchange-based learning). The study's aim was to assess the program's effectiveness in adapting and incorporating knowledge, skills and self-confidence when delivering tertiary care in therapeutic pool environments; gauge adoption of course principles into practice, and assess overall course satisfaction. Methods of evaluation included conceptual mapping of course format, pre- and post-questionnaires, daily reflection questionnaires, course satisfaction survey and adoption survey, 10 weeks follow-up. Overall, the findings indicate students' knowledge, skills and self-confidence in delivering effective post-stroke care increased following the training. Students reported adopting clinical practices in 10 weeks follow-up. Implications for designing interprofessional curricula are discussed.

Relationship between Active Learning Methodologies and Community College Students' STEM Course Grades

ERIC Educational Resources Information Center

Lesk, Cherish Christina Clark

2017-01-01

Active learning methodologies (ALM) are associated with student success, but little research on this topic has been pursued at the community college level. At a local community college, students in science, technology, engineering, and math (STEM) courses exhibited lower than average grades. The purpose of this study was to examine whether the use…

Integrating interprofessional education in community-based learning activities: case study.

PubMed

Hosny, Somaya; Kamel, Mohamed H; El-Wazir, Yasser; Gilbert, John

2013-01-01

Faculty of Medicine/Suez Canal University (FOM/SCU) students are exposed to clinical practice in primary care settings within the community, in which they encounter patients and begin to work within interprofessional health teams. However, there is no planned curricular interaction with learners from other professions at the learning sites. As in other schools, FOM/SCU faces major challenges with the coordination of community-based education (CBE) program, which include the complexity of the design required for Interprofessional Education (IPE) as well as the attitudinal barriers between professions. The aim of the present review is to: (i) describe how far CBE activities match the requirements of IPE, (ii) explore opinions of graduates about the effectiveness of IPE activities, and (iii) present recommendations for improvement. Graduates find the overall outcome of their IPE satisfactory and believe that it produces physicians who are familiar with the roles of other professions and can work in synergy for the sake of better patient care. However, either a specific IPE complete module needs to be developed or more IPE specific objectives need to be added to current modules. Moreover, coordination with stakeholders from other health profession education institutes needs to be maximized to achieve more effective IPE.

Learning Through New Approaches to Forest Governance: Evidence from Harrop-Procter Community Forest, Canada.

PubMed

Egunyu, Felicitas; Reed, Maureen G; Sinclair, John A

2016-04-01

Collaborative forest governance arrangements have been viewed as promising for sustainable forestry because they allow local communities to participate directly in management and benefit from resource use or protection. Such arrangements are strengthened through social learning during management activities that can enhance capacity to solve complex problems. Despite significant research on social learning in collaborative environmental governance, it is not clear how social learning evolves over time, who influences social learning, and whether learning influences management effectiveness. This study investigates how social learning outcomes change over time, using an in-depth study of a community forest in Canada. Personal interviews, focus group meetings, and participant observation revealed that most participants started engaging in community forestry with limited knowledge and learned as they participated in management activities. However, as the community forest organization became effective at complying with forestry legislation, learning opportunities and outcomes became more restricted. Our results run contrary to the prevalent view that opportunities for and outcomes of social learning become enlarged over time. In our case, learning how to meet governmental requirements increased professionalism and reduced opportunities for involvement and learning to a smaller group. Our findings suggest the need to further test propositions about social learning and collaborative governance, particularly to determine how relationships evolve over time.

Learning Through New Approaches to Forest Governance: Evidence from Harrop-Procter Community Forest, Canada

NASA Astrophysics Data System (ADS)

Egunyu, Felicitas; Reed, Maureen G.; Sinclair, John A.

2016-04-01

Collaborative forest governance arrangements have been viewed as promising for sustainable forestry because they allow local communities to participate directly in management and benefit from resource use or protection. Such arrangements are strengthened through social learning during management activities that can enhance capacity to solve complex problems. Despite significant research on social learning in collaborative environmental governance, it is not clear how social learning evolves over time, who influences social learning, and whether learning influences management effectiveness. This study investigates how social learning outcomes change over time, using an in-depth study of a community forest in Canada. Personal interviews, focus group meetings, and participant observation revealed that most participants started engaging in community forestry with limited knowledge and learned as they participated in management activities. However, as the community forest organization became effective at complying with forestry legislation, learning opportunities and outcomes became more restricted. Our results run contrary to the prevalent view that opportunities for and outcomes of social learning become enlarged over time. In our case, learning how to meet governmental requirements increased professionalism and reduced opportunities for involvement and learning to a smaller group. Our findings suggest the need to further test propositions about social learning and collaborative governance, particularly to determine how relationships evolve over time.

Creating New Learning Communities: Towards Effective E-Learning Production.

ERIC Educational Resources Information Center

Russell, David; Calvey, David; Banks, Mark

2003-01-01

Case study research and a literature review suggest that formation of new learning communities is a strategy being used to meet demand for electronic learning products such as CD-ROMs and web-based learning tools. Companies, external experts, clients, and learners are the constituents of the learning community that must converge to create…

Promoting children's agency and communication skills in an informal science program

NASA Astrophysics Data System (ADS)

Wulf, Rosemary; Hinko, Kathleen; Finkelstein, Noah

2013-01-01

The Partnerships for Informal Science Education in the Community (PISEC) program at the University of Colorado Boulder brings together university and community institutions to create an environment where K-12 students join with university educators to engage in inquiry-based scientific practices after school. In our original framing, these afterschool activities were developed to reinforce the traditional learning goals of the classroom, including mastering scientific content, skills and processes. Recently, the primary focus of the PISEC curriculum has been shifted towards the development of students' scientific identity, an explicit objective of informal learning environments. The new curriculum offers students more activity choices, affords opportunities for scientific drawings and descriptions, and provides incentive for students to design their own experiments. We have analyzed student science notebooks from both old and new curricula and find that with the redesigned curriculum, students exhibit increased agency and more instances of scientific communication while still demonstrating substantial content learning gains.

Integrating Problem-Based Learning with Community-Engaged Learning in Teaching Program Development and Implementation

ERIC Educational Resources Information Center

Hou, Su-I

2014-01-01

Purpose: Problem-based learning (PBL) challenges students to learn and work in groups to seek solutions to real world problems. Connecting academic study with community-engaged learning (CEL) experience can deeper learning and thinking. This paper highlights the integration of PBL with CEL in the Implementation Course to engage graduate students…

Life History Methodologies: An Investigation into Work-Based Learning Experiences of Community Education Workers

ERIC Educational Resources Information Center

Issler, Sally; Nixon, David

2007-01-01

This article focuses on an investigation into the learning journeys undertaken by managers of a community education project in an area of urban deprivation. A constructivist interpretation of life history narrative revealed the positive effects of community workers' heavy dependence on experiential work-based learning, which resulted in the…

International Community-Based Service Learning: Two Comparative Case Studies of Benefits and Tensions

ERIC Educational Resources Information Center

Akhurst, Jacqueline

2016-01-01

The drives to internationalise the UK curriculum and psychology students' desires to work in communities are brought together in this paper. International community-based learning (ICBL) links with many psychology students' motivations to make contributions to others; with the potential to enhance students' learning and cultural sensitivities. The…

Institutionalizing Community-Based Learning and Research: The Case for External Networks

ERIC Educational Resources Information Center

Shrader, Elizabeth; Saunders, Mary Anne; Marullo, Sam; Benatti, Sylvia; Weigert, Kathleen Maas

2008-01-01

Conversations continue as to whether and how community-based learning and research (CBLR) can be most effectively integrated into the mission and practice of institutions of higher education (IHEs). In 2005, eight District of Columbia- (DC-) area universities affiliated with the Community Research and Learning (CoRAL) Network engaged in a planning…

"Bringing It All Back Home": An Interdisciplinary Model for Community-Based Learning

ERIC Educational Resources Information Center

Schwartz, Earl

2015-01-01

Leaders of community-based learning programs must prove the worth of their programs to community hosts, while engaging students at appropriate levels of learning. Pitfalls multiply when programs are interdisciplinary, involve multiple sites, and/or deal with questions of social equity. Such programs must effectively match and prepare students and…

Telementoring Physics: University-Community After-school Collaborations and the Mediation of the Formal/Informal Divide

NASA Astrophysics Data System (ADS)

Lecusay, Robert A.

For several decades improvement of science education has been a major concern of policy makers concerned that the U.S. is a "nation at risk" owing to the dearth of students pursing careers in science. Recent policy proposals have argued that provision of broadband digital connectivity to organizations in the informal sector would increase the reach of the formal, academic sector to raise the overall level of science literacy in the country. This dissertation reports on a longitudinal study of a physics telementoring activity jointly run by a university-community collaborative at a community learning center. The activity implemented a digital infrastructure that exceeds the technical and social-institutional arrangements promoted by policy makers. In addition to broadband internet access (for tele-conferencing between students at the community center and physicists at a university), supplemented by digital software designed to promote physics education, the activity included the presence of a collaborating researcher/tutor at the community learning center to coordinate and document the instructional activities. The current research revealed a fundamental contradiction between the logic, goals, and practices of the physics instructors, and the corresponding logic, goals, and practices of the participants at the community learning center. This contradiction revolves around a contrast between the physicists' formal, logocentric ways of understanding expressed in the ability to explain the scientific rules underlying physical phenomena and the informal, pragmatic orientation of the youth and adults at the learning center. The observations in this dissertation should remind techno-enthusiasts, especially in the arena of public education policy, that there are no turnkey solutions in "distance" science education. Technically "connecting" people is not equivalent to creating conditions that expand opportunities to learn and a functioning socio-technical system that supports learning. Secondly, for designers and practitioners of informal learning in community-university collaborative settings, it is critically important to understand distance learning activities as developing "cross-cultural, " collaborative encounters, the results of which are more likely to be hybrids of different ways of learning and knowing than the conversion of informal learning into a tool for instruction that will allow youth to "think like physicists."

Teaching and Learning Technology and New Media in a Community-Based Program: Adult Educators and Older Learners' Experiences

ERIC Educational Resources Information Center

Hernandez, Regina

2016-01-01

This qualitative case study documented the experiences of two adult educators and four older learners' teaching and learning technology and new media in a community-based program in Texas. The research questions guiding this study included: (1) What can we learn from looking at the educational efforts of a community-based programs offering…

The Development of Professional Learning Community in Primary Schools

ERIC Educational Resources Information Center

Sompong, Samoot; Erawan, Prawit; Dharm-tad-sa-na-non, Sudharm

2015-01-01

The objectives of this research are: (1) To study the current situation and need for developing professional learning community in primary schools; (2) To develop the model for developing professional learning community, and (3) To study the findings of development for professional learning community based on developed model related to knowledge,…

Reflective learning in community-based dental education.

PubMed

Deogade, Suryakant C; Naitam, Dinesh

2016-01-01

Community-based dental education (CBDE) is the implementation of dental education in a specific social context, which shifts a substantial part of dental clinical education from dental teaching institutional clinics to mainly public health settings. Dental students gain additional value from CBDE when they are guided through a reflective process of learning. We propose some key elements to the existing CBDE program that support meaningful personal learning experiences. Dental rotations of 'externships' in community-based clinical settings (CBCS) are year-long community-based placements and have proven to be strong learning environments where students develop good communication skills and better clinical reasoning and management skills. We look at the characteristics of CBDE and how the social and personal context provided in communities enhances dental education. Meaningfulness is created by the authentic context, which develops over a period of time. Structured reflection assignments and methods are suggested as key elements in the existing CBDE program. Strategies to enrich community-based learning experiences for dental students include: Photographic documentation; written narratives; critical incident reports; and mentored post-experiential small group discussions. A directed process of reflection is suggested as a way to increase the impact of the community learning experiences. We suggest key elements to the existing CBDE module so that the context-rich environment of CBDE allows for meaningful relations and experiences for dental students and enhanced learning.

Community-Based Learning: Engaging Students for Success and Citizenship

ERIC Educational Resources Information Center

Melaville, Atelia; Berg, Amy C.; Blank, Martin J.

2006-01-01

Community schools foster a learning environment that extends far beyond the classroom walls. Students learn and problem solve in the context of their lives and communities. Community schools nurture this natural engagement. Because of the deep and purposeful connections between schools and communities, the curriculum is influenced and enhanced,…

Five Cities, One Vision. CORAL: Linking Communities, Children and Learning.

ERIC Educational Resources Information Center

James G. Irvine Foundation, San Francisco, CA.

This booklet describes the CORAL (Communities Organizing Resources To Advance Learning) program within five California communities: Pasadena, Long Beach, San Jose, Fresno, and Sacramento. This initiative, begun in 1999, is committed to a community-based and community-building approach to supporting learning and focuses on improving academic…

A Crash Course in Learning Communities for the Political Scientist

ERIC Educational Resources Information Center

Thies, Cameron G.

2005-01-01

The evidence on learning communities suggests that student intellectual and psychosocial development is improved by participation. Faculty members become rejuvenated as learners once again through rediscovering the boundaries and intersection of their discipline with others. Active learning, collaborative learning, strategies to improve critical…

RITES: Online (Reaching In-service Teachers with Earth Sciences Online)

NASA Astrophysics Data System (ADS)

Baptiste, H.

2003-12-01

The RITES: Online project team (Drs. H. Prentice Baptiste, Susan Brown, Jennifer Villa) believed that the power of technology could not be effectively utilized unless it was grounded in new models of teaching and learning based on a student centered and project based curriculum, that increased opportunities for active, hands-on learning and respect for multiculturalism. We subscribe to an inquiry approach to learning. Specifically, science teaching should actively engage the learners in activities that draw on multiple abilities and learning styles. Recent brain-based research has shown that human beings construct knowledge through actions and interactions within their environment. Learning occurs in communities, and new ideas are linked to previous knowledge and constructed by the learner. Knowledge is acquired by making connections. We believed the aforementioned ideas and points to be equally true for the teacher candidates and inservice teachers participating in the RITES: Online project as well as for their students. The ESSEA science courses were delivered by distance learning via the university WebCt distance education system to teacher candidates (preservice teachers) and inservice teachers. Teacher candidates and inservice teachers were encouraged to use technology when involving their students in science inquiry activities and to record their students' involvement in science activities with digital cameras. Teacher candidates and inservice teachers involve in the ESSEA courses are engaged in earth science inquiry activities relevant to the four spheres (atmosphere, lithosphere, biosphere, hydrosphere) with the students in their classes. This presentation will highlight teacher candidates and inservice teachers in the roles of designer, researcher, and collaborator. Examples of student works will also be a part of the Power point presentation. As a result of our courses our teachers have attained the following positive outcomes: 1) Teacher candidates and inservice teachers are experiencing the inquiry approach to learning about the spheres of our earth. 2) Teacher candidates and inservice teachers are becoming confident in using technology. 3) Teacher candidates and inservice teachers are learning to work cooperatively in-groups and understand what their own students must feel. 4) Teacher candidates and inservice teachers are finding ways to obtain dynamic professional development and not leave their classrooms or homes. 5) Teacher candidates and inservice teachers are developing relationships with other teachers that have an interest in teaching science and a learning community is evolving.

An Assessment of Service-Learning in 34 US Schools of Pharmacy Follow Up on the 2001 Professional Affairs Committee Report

PubMed Central

Schlesselman, Lauren; Borrego, Matthew; Mehta, Bella; Drobitch, Robert K.; Smith, Thomas

2015-01-01

Objective. To determine if the service-learning components used at a convenience sample of schools and colleges of pharmacy meet the intent of the 2001 AACP Professional Affairs Committee (PAC) report. Methods. An online questionnaire was used to survey faculty members or staff involved with service-learning education at their school of pharmacy. Questions addressed aspects of service-learning including types of activities used, duration of student involvement with community partners, and association of learning objectives with service-learning activities. Results. The majority (85.3%) of respondents reported their institution used service-learning. Activities reported as part of service-learning ranged from working at health fairs to involvement with pharmacy school recruitment. More than half (64.3%) of service-learning activities involved long-term interactions with one community partner, and 74.1% of respondents indicated there was always an opportunity for student reflection on the service-learning activity. Conclusion. There is increasing though inconsistent application of PAC guidelines regarding service-learning. PMID:26688584

Feedback Mechanisms in Learning Virtual Community Settings

ERIC Educational Resources Information Center

Colazzo, Luigi; Comai, Alessio; Davi, Filippo; Molinari, Andrea; Villa, Nicola

2010-01-01

This paper introduces a set of services for the creation of on-line surveys, questionnaires, exams and self-assessment tests within a virtual community system used in e-learning settings. The system, called "Online Communities", is a dynamic web application used as platform for blended learning activities by the Faculty of Economics of…

Effects of Community Service-Learning on Heritage Language Learners' Attitudes toward Their Language and Culture

ERIC Educational Resources Information Center

Pascual y Cabo, Diego; Prada, Josh; Lowther Pereira, Kelly

2017-01-01

This study examined the effects of participation in a community service-learning experience on Spanish heritage language learners' attitudes toward their heritage language and culture. Quantitative and qualitative data from heritage language learners demonstrated that engagement in community service-learning activities as part of the Spanish…

Promoting Community Renewal through Civic Literacy and Service Learning. New Directions for Community Colleges, Number 93.

ERIC Educational Resources Information Center

Parsons, Michael H., Ed.; Lisman, C. David, Ed.

1996-01-01

Based on the idea that community colleges have a critical role in enhancing civic literacy through community-based programming and service learning, this volume provides descriptions of theoretical frameworks and practical models for incorporating community renewal into the college mission. The following articles are provided: (1) "Service…

Connecting to Communities: Powerful Pedagogies for Leading for Social Change.

PubMed

Wagner, Wendy; Mathison, Patricia

2015-01-01

This chapter explores the use of powerful pedagogies such as service-learning, cultural immersion, and community-based research to enhance leadership development. Four key principles are presented that describe how leadership educators can facilitate community-based learning in a way that creates an optimal learning environment for students, while also engaging ethically with individuals and organizations in the community. © 2015 Wiley Periodicals, Inc., A Wiley Company.

Learning for Social Justice: A Cultural Historical Activity Theory Analysis of Community Leadership Empowerment in a Korean American Community Organization

ERIC Educational Resources Information Center

Kim, Junghwan

2012-01-01

Community organizations, especially those aiming at social change, play a significant role in establishing societal health and contributing to adult learning in daily communities. Their existence secures marginalized groups' involvement in society and enhances community development by building community leadership with multiple stakeholders…

Adult Learning for Social Change in Museums: An Exploration of Sociocultural Learning Approaches to Community Engagement

ERIC Educational Resources Information Center

Kim, Junghwan; You, Jieun; Yeon Park, Soo

2016-01-01

This integrative literature review critically examined how scholars were articulating the work of museums to make a space for "adult learning for social change through community engagement". We applied sociocultural adult learning theories (situated learning and cultural-historical activity theory), to 25 theoretical and empirical…

Engaging Youth on Climate & Health to Cultivate Community Resilience

NASA Astrophysics Data System (ADS)

Haine, D. B.; Gray, K. M.; Chang, D.; Morton, T.; Steele, B.; Backus, A.; Hauptman, M.

2017-12-01

Cultivating climate literacy among youth positions them to develop solutions and advocate for actions that prepare communities to adapt to climate change, mitigate emissions and ultimately protect human health and well-being, with an eye towards protecting the most vulnerable populations. This presentation will describe an innovative partnership among three university environmental health programs—based at the University of North Carolina at Chapel Hill, Columbia University and Harvard University—and their community collaborators: the Alliance for Climate Education, Boston Children's Hospital Pediatric Environmental Health Center and WE ACT for Environmental Justice. This project engages youth through non-formal educational programming that promotes climate literacy while also building the capacity of today's youth to promote community resilience. This partnership led to the development and implementation of two, long-duration extracurricular youth science enrichment programs in 2017, one in North Carolina (NC) and one in New York, with joint activities conducted virtually and in person to connect students with each other and with leading public health professionals and others working to promote community resilience and climate justice. Forty high school students, 20 from central NC and 20 from West Harlem in New York City, are enrolled in each program. In July 2017, students came together for a 3-day summer institute in NC. This session will feature the strategies, STEM-based activities and resources used in this project to engage students in the examination of their communities, identification and evaluation of climate adaptation and mitigation strategies and promotion of community resilience. Programming entailed having students interact with public health professionals, scientists and others to learn about climate impacts to public health and its infrastructure, vulnerable populations and planning for resilient communities. Ultimately, we sought to promote climate literacy among students by providing relevant and authentic learning opportunities using the lenses of human health and social justice. This session will include program evaluation data and lessons learned as students from two different regions of the country came together to explore community resilience.

Learning Communities for Students in Developmental Reading: An Impact Study at Hillsborough Community College. NCPR Brief

ERIC Educational Resources Information Center

Weiss, Michael J.; Visher, Mary G.; Wathington, Heather

2010-01-01

This Brief, based on a report of the same title, presents results from a rigorous study of a basic learning communities program operated at Hillsborough Community College. Hillsborough, one of six community colleges participating in the National Center for Postsecondary Research's (NCPR) Learning Communities Demonstration, is a large, urban…

A Longitudinal Assessment of an Initial Cohort in a Psychology Learning Community

ERIC Educational Resources Information Center

Buch, Kim; Spaulding, Sue

2008-01-01

Discipline-based learning communities have become a popular strategy for improving student performance and satisfaction. This article describes the goals and features of a university-based, first-year psychology learning community (PLC) implemented in Fall 2003. We also report the results of a longitudinal assessment of the impact of the PLC on…

"They're Funny Bloody Cattle": Encouraging Rural Men to Learn

ERIC Educational Resources Information Center

Vallance, Soapy; Golding, Barry

2008-01-01

Our paper examines and analyses the contexts and organisations in rural and regional communities that informally and effectively encourage men to learn. It is based on a combination of local, rural adult education practice and a suite of studies in Australia and elsewhere of learning in community contexts, most recently into community-based men's…

Community action research track: Community-based participatory research and service-learning experiences for medical students.

PubMed

Gimpel, Nora; Kindratt, Tiffany; Dawson, Alvin; Pagels, Patti

2018-04-01

Community-based participatory research (CBPR) and service-learning are unique experiential approaches designed to train medical students how to provide individualized patient care from a population perspective. Medical schools in the US are required to provide support for service-learning and community projects. Despite this requirement, few medical schools offer structured service-learning. We developed the Community Action Research Track (CART) to integrate population medicine, health promotion/disease prevention and the social determinants of health into the medical school curriculum through CBPR and service-learning experiences. This article provides an overview of CART and reports the program impact based on students' participation, preliminary evaluations and accomplishments. CART is an optional 4‑year service-learning experience for medical students interested in community health. The curriculum includes a coordinated longitudinal program of electives, community service-learning and lecture-based instruction. From 2009-2015, 146 CART students participated. Interests in public health (93%), community service (73%), primary care (73%), CBPR (60%) and community medicine (60%) were the top reasons for enrolment. Significant improvements in mean knowledge were found when measuring the principles of CBPR, levels of prevention, determining health literacy and patient communication strategies (all p's < 0.05). Most students (73%) were satisfied with CART. Projects were disseminated by at least 65 posters and four oral presentations at local, national and international professional meetings. Six manuscripts were published in peer-reviewed journals. CART is an innovative curriculum for training future physicians to be community-responsive physicians. CART can be replicated by other medical schools interested in offering a longitudinal CBPR and service-learning track in an urban metropolitan setting.

Teaching Young Adults with Intellectual and Developmental Disabilities Community-Based Navigation Skills to Take Public Transportation.

PubMed

Price, Richard; Marsh, Abbie J; Fisher, Marisa H

2018-03-01

Facilitating the use of public transportation enhances opportunities for independent living and competitive, community-based employment for individuals with intellectual and developmental disabilities (IDD). Four young adults with IDD were taught through total-task chaining to use the Google Maps application, a self-prompting, visual navigation system, to take the bus to locations around a college campus and the community. Three of four participants learned to use Google Maps to independently navigate public transportation. Google Maps may be helpful in supporting independent travel, highlighting the importance of future research in teaching navigation skills. Learning to independently use public transportation increases access to autonomous activities, such as opportunities to work and to attend postsecondary education programs on large college campuses.Individuals with IDD can be taught through chaining procedures to use the Google Maps application to navigate public transportation.Mobile map applications are an effective and functional modern tool that can be used to teach community navigation.

Intersections of Critical Systems Thinking and Community Based Participatory Research: A Learning Organization Example with the Autistic Community

PubMed Central

Raymaker, Dora M

2016-01-01

Critical systems thinking (CST) and community based participatory research (CBPR) are distinct approaches to inquiry which share a primary commitment to holism and human emancipation, as well as common grounding in critical theory and emancipatory and pragmatic philosophy. This paper explores their intersections and complements on a historical, philosophical, and theoretical level, and then proposes a hybrid approach achieved by applying CBPR's principles and considerations for operationalizing emancipatory practice to traditional systems thinking frameworks and practices. This hybrid approach is illustrated in practice with examples drawn from of the implementation of the learning organization model in an action research setting with the Autistic community. Our experience of being able to actively attend to, and continuously equalize, power relations within an organizational framework that otherwise has great potential for reinforcing power inequity suggests CBPR's principles and considerations for operationalizing emancipatory practice could be useful in CST settings, and CST's vocabulary, methods, and clarity around systems thinking concepts could be valuable to CBPR practioners. PMID:27833398

Intersections of Critical Systems Thinking and Community Based Participatory Research: A Learning Organization Example with the Autistic Community.

PubMed

Raymaker, Dora M

2016-10-01

Critical systems thinking (CST) and community based participatory research (CBPR) are distinct approaches to inquiry which share a primary commitment to holism and human emancipation, as well as common grounding in critical theory and emancipatory and pragmatic philosophy. This paper explores their intersections and complements on a historical, philosophical, and theoretical level, and then proposes a hybrid approach achieved by applying CBPR's principles and considerations for operationalizing emancipatory practice to traditional systems thinking frameworks and practices. This hybrid approach is illustrated in practice with examples drawn from of the implementation of the learning organization model in an action research setting with the Autistic community. Our experience of being able to actively attend to, and continuously equalize, power relations within an organizational framework that otherwise has great potential for reinforcing power inequity suggests CBPR's principles and considerations for operationalizing emancipatory practice could be useful in CST settings, and CST's vocabulary, methods, and clarity around systems thinking concepts could be valuable to CBPR practioners.

Experience-Based Learning: How to Make the Community Your Classroom.

ERIC Educational Resources Information Center

McClure, Larry; And Others

Strategies are presented for combining academic study with out-of-school learning opportunities for junior high and secondary students. Experience-based learning should combine four elements: community involvement, individualized instruction, guidance, and new learning leadership roles for teachers. Six chapters explain how to accomplish this.…

Analysing a Web-Based E-Commerce Learning Community: A Case Study in Brazil.

ERIC Educational Resources Information Center

Joia, Luiz Antonio

2002-01-01

Demonstrates the use of a Web-based participative virtual learning environment for graduate students in Brazil enrolled in an electronic commerce course in a Masters in Business Administration program. Discusses learning communities; computer-supported collaborative work and collaborative learning; influences on student participation; the role of…

A Wellness Course for Community Health Workers in Alaska: “wellness lives in the heart of the community”

PubMed Central

Cueva, Melany; Hicks, Teresa; Kuhnley, Regina; Cueva, Katie

2012-01-01

Objectives To develop, implement, and evaluate a culturally respectful Wellness Course with and for Alaska's village-based Community Health Workers (CHWs) to support community health promotion and disease prevention. Study design This article describes Wellness Course development, implementation, and evaluation. Methods Five 5-day Wellness Courses were provided for 55 CHWs from communities throughout Alaska. Fifty-two of 55 participants completed a post-course written evaluation. Post-course telephone interviews were conducted with participants (11/32) from the first 3 courses. Results On written post-course evaluations, all participants wrote detailed descriptions of what they learned and 98% (51/52) felt more confident in their knowledge and ability to present community wellness information. As a result of course participation, 88% (46/52) of CHWs wrote ways they would support family and community wellness, and 85% (44/52) wrote ways they planned to take better care of their health. During the in-depth post-course interviews, all 11 CHWs interviewed described ways the Wellness Course increased their health knowledge, helped them in their work, and prepared them to effectively engage with their communities to promote health. Conclusions Learning wellness information with hands-on activities and practising health presentation and community engagement skills within the course design increased participants’ wellness knowledge and skills, confidence, and motivation to provide community wellness activities. Techniques for active listening, engaging community, and using the arts and storytelling as culturally respectful health promotion are tools that when used by CHWs within their own community have potential to empower community wellness. PMID:22901289

Learning by Helping? Undergraduate Communication Outcomes Associated with Training or Service-Learning Experiences

ERIC Educational Resources Information Center

Katz, Jennifer; DuBois, Melinda; Wigderson, Sara

2014-01-01

This study investigated communication outcomes after training or applied service-learning experiences. Pre-practicum trainees learned active listening skills over 10 weeks. Practicum students were successful trainees who staffed a helpline. Community interns were trained and supervised at community agencies. Undergraduate students in psychology…

School to community: service learning in hospitaliy and tourism

Treesearch

Kimberly Monk; Jessica Bourdeau; Michele Capra

2007-01-01

In the effort to augment hospitality and tourism education beyond classroom instruction and internships, the added instructional methodology of community service learning is suggested. Service learning is an instructional method where students learn and develop through active participation in organized experiences that meet actual needs, increasing their sense of...

Why Teach Social Entrepreneurship: Enhance Learning and University-Community Relations through Service-Learning Outreach

ERIC Educational Resources Information Center

Wessel, Stacy; Godshalk, Veronica M.

2004-01-01

This article focuses on providing a convincing argument for incorporating social entrepreneurship into the business professor's classroom. The outreach provided by social entrepreneurship enhances learning and promotes university-community relations. Service-learning engagement activities, in the form of social entrepreneurship, create a three-way…

Small group activities within academic communities improve the connectedness of students and faculty.

PubMed

Brandl, Katharina; Schneid, Stephen D; Smith, Sunny; Winegarden, Babbi; Mandel, Jess; Kelly, Carolyn J

2017-08-01

The University of California, San Diego, School of Medicine implemented a curriculum change that included reduction of lectures, incorporation of problem-based learning and other small group activities. Six academic communities were introduced for teaching longitudinal curricular content and organizing extracurricular activities. Surveys were collected from 904 first- and second-year medical students over 6 years. Student satisfaction data with their sense of connectedness and community support were collected before and after the implementation of the new curriculum. In a follow-up survey, medical students rated factors that contributed to their sense of connectedness with faculty and students (n = 134). Students' perception of connectedness to faculty significantly increased following implementation of a curriculum change that included academic communities. Students ranked small group clinical skills activities within academic communities significantly higher than other activities concerning their sense of connectedness with faculty. Students' perception of connectedness among each other was high at baseline and did not significantly change. Small group activities scored higher than extracurricular activities regarding students' connectedness among themselves. The implementation of a new curriculum with more small group educational activities including academic communities enhanced connectedness between students and faculty and resulted in an increased sense of community.

The impacts of mandatory service on students in service-learning classes.

PubMed

Dienhart, Carolyn; Maruyama, Geoffrey; Snyder, Mark; Furco, Andrew; McKay, Monica Siems; Hirt, Laurel; Huesman, Ronald

2016-01-01

This naturalistic study examined differences in students' motivations for elective versus required service-learning (SL) classes. Students in two successive academic years' cohorts were surveyed by the SL center at a large Midwestern university. Analyses compared classes differing in requirements for community-based service. Students required to participate in community service as part of a class within a program required for admission to a university were less likely to: want to be involved in future community work; enroll in another SL class; and recommend their class, compared to other groups of students, including others from classes in which SL was required as part of the program in which students were enrolled. These findings suggest that students' motivations to participate in community-engaged activities are not shaped simply by whether or not community engagement is required in SL classes, but also by other factors including how the engagement opportunity is contextualized.

Healthy Immigrant Families: Participatory Development and Baseline Characteristics of a Community-Based Physical Activity and Nutrition Intervention

PubMed Central

Wieland, Mark L.; Weis, Jennifer A.; Hanza, Marcelo M.K.; Meiers, Sonja J.; Patten, Christi A.; Clark, Matthew M.; Sloan, Jeff A.; Novotny, Paul J.; Njeru, Jane W.; Abbenyi, Adeline; Levine, James A.; Goodson, Miriam; Capetillo, Maria Graciela D. Porraz; Osman, Ahmed; Hared, Abdullah; Nigon, Julie A.; Sia, Irene G.

2015-01-01

Background US immigrants often have escalating cardiovascular risk. Barriers to optimal physical activity and diet have a significant role in this risk accumulation. Methods We developed a physical activity and nutrition intervention with immigrant and refugee families through a community-based participatory research approach. Work groups of community members and health scientists developed an intervention manual with 12 content modules that were based on social-learning theory. Family health promoters from the participating communities (Hispanic, Somali, Sudanese) were trained to deliver the intervention through 12 home visits during the first 6 months and up to 12 phone calls during the second 6 months. The intervention was tested through a randomized community-based trial with a delayed-intervention control group, with measurements at baseline, 6, 12, and 24 months. Primary measurements included accelerometer-based assessment of physical activity and 24-hour dietary recall. Secondary measures included biometrics and theory-based instruments. Results One hundred fifty-one individuals (81 adolescents, 70 adults; 44 families) were randomized. At baseline, mean (SD) time spent in moderate-to-vigorous physical activity was 64.7 (30.2) minutes/day for adolescents and 43.1 (35.4) minutes/day for adults. Moderate dietary quality was observed in both age groups. Biometric measures showed that 45.7% of adolescents and 80.0% of adults were overweight or obese. Moderate levels of self-efficacy and social support were reported for physical activity and nutrition. Discussion Processes and products from this program are relevant to other communities aiming to reduce cardiovascular risk and negative health behaviors among immigrants and refugees. Trial Registration This trial was registered at Clinicaltrials.gov (NCT01952808). PMID:26655431

Learning for sustainability among faith-based organizations in Kenya.

PubMed

Moyer, Joanne M; Sinclair, A John; Diduck, Alan P

2014-08-01

The complex and unpredictable contexts in which environmental and development work take place require an adaptable, learning approach. Faith-based organizations (FBOs) play a significant role in sustainability work around the world, and provide a unique setting in which to study learning. This paper explores individual learning for sustainability within two FBOs engaged in sustainability work in Kenya. Learning outcomes covered a broad range of areas, including the sustainability framework, environment/conservation, skills, community work, interpersonal engagement, and personal and faith development. These outcomes were acquired through embodied experience and activity, facilitation by the workplace, interpersonal interaction, personal reflection, and Bible study and worship. Grounded categories were compared to learning domains and processes described by Mezirow's transformative learning theory. The findings indicate that for learning in the sustainability field, instrumental learning and embodied learning processes are particularly important, and consequently they require greater attention in the theory when applied in this field.

Learning for Sustainability Among Faith-Based Organizations in Kenya

NASA Astrophysics Data System (ADS)

Moyer, Joanne M.; Sinclair, A. John; Diduck, Alan P.

2014-08-01

The complex and unpredictable contexts in which environmental and development work take place require an adaptable, learning approach. Faith-based organizations (FBOs) play a significant role in sustainability work around the world, and provide a unique setting in which to study learning. This paper explores individual learning for sustainability within two FBOs engaged in sustainability work in Kenya. Learning outcomes covered a broad range of areas, including the sustainability framework, environment/conservation, skills, community work, interpersonal engagement, and personal and faith development. These outcomes were acquired through embodied experience and activity, facilitation by the workplace, interpersonal interaction, personal reflection, and Bible study and worship. Grounded categories were compared to learning domains and processes described by Mezirow's transformative learning theory. The findings indicate that for learning in the sustainability field, instrumental learning and embodied learning processes are particularly important, and consequently they require greater attention in the theory when applied in this field.

Using Science to Take a Stand: Action-Oriented Learning in an Afterschool Science Club

NASA Astrophysics Data System (ADS)

Hagenah, Sara

This dissertation study investigates what happens when students participate in an afterschool science club designed around action-oriented science instruction, a set of curriculum design principles based on social justice pedagogy. Comprised of three manuscripts written for journal publication, the dissertation includes 1) Negotiating community-based action-oriented science teaching and learning: Articulating curriculum design principles, 2) Middle school girls' socio-scientific participation pathways in an afterschool science club, and 3) Laughing and learning together: Productive science learning spaces for middle school girls. By investigating how action-oriented science design principles get negotiated, female identity development in and with science, and the role of everyday social interactions as students do productive science, this research fills gaps in the understanding of how social justice pedagogy gets enacted and negotiated among multiple stakeholders including students, teachers, and community members along what identity development looks like across social and scientific activity. This study will be of interest to educators thinking about how to enact social justice pedagogy in science learning spaces and those interested in identity development in science.

College Student Activism: An Exploration of Learning Outcomes

ERIC Educational Resources Information Center

Rosas, Marisela

2010-01-01

Researchers, politicians, and the public have criticized colleges and universities for not effectively preparing college students to be active participants in their communities and within a democratic society. Institutional initiatives on civic engagement have focused on community service and service-learning initiatives to meet this demand. The…

From the Perspective of Community of Inquiry Framework: An Examination of Facebook Uses by Pre-Service Teachers as a Learning Environment

ERIC Educational Resources Information Center

Kucuk, Sirin; Sahin, Ismail

2013-01-01

Online and blended learning, developed with advances in technology, have gained relative importance in modern communities. In recent years, the concept of creating learning communities has been coined to increase effectiveness of these learning environments. Based on this concept, Garrison, Anderson, and Archer (2000) developed the Community of…

20 CFR 668.510 - What services may INA grantees provide to the community at large under section 166?

Code of Federal Regulations, 2013 CFR

2013-04-01

... and work-based learning services to Native American youth and adults, whether directly or through..., training, work experience, or similar activities to further the economic and social development of Native...

20 CFR 668.510 - What services may INA grantees provide to the community at large under section 166?

Code of Federal Regulations, 2012 CFR

2012-04-01

... and work-based learning services to Native American youth and adults, whether directly or through..., training, work experience, or similar activities to further the economic and social development of Native...

45 CFR 2516.720 - What is the length of each type of grant?

Code of Federal Regulations, 2011 CFR

2011-10-01

... NATIONAL AND COMMUNITY SERVICE SCHOOL-BASED SERVICE-LEARNING PROGRAMS Funding Requirements § 2516.720 What... under § 2516.200 (a), (c) or (e); and (2) A grant to a local partnership for activities in a...

Community as classroom: teaching and learning public health in rural Appalachia.

PubMed

Florence, James; Behringer, Bruce

2011-01-01

Traditional models for public health professional education tend to be didactic, with brief, discrete practica appended. National reports of both practitioners and academicians have called for more competency-driven, interdisciplinary-focused, community-based, service-oriented, and experientially-guided learning for students across the curriculum. East Tennessee State University began its own curricular revisioning in health professions education nearly 2 decades ago with a grant from the W.K. Kellogg Foundation, emphasizing competencies development through community-based learning in community-academic partnerships. This article describes 3 examples that grew from that initiative. In the first example, students in multiple classes delivered a longitudinal community-based employee wellness intervention for a rural county school district. BS public health students conducted needs assessments and prepared health education materials; MPH students conducted health assessments and worked with school wellness councils to deliver client-centered interventions; DrPH students supervised the project and provided feedback to the schools using participatory methods. In the second example, MPH students in a social-behavioral foundations course used experiential learning to investigate the region's elevated cancer mortality ranking. Following meetings with multiple community groups, students employed theoretical constructs to frame regional beliefs about cancer and presented findings to community leaders. One outcome was a 5-year community-based participatory research study of cancer in rural Appalachia. In the third example, MPH students in a health-consulting course assessed local African Americans' awareness of the university's health and education programs and perceptions of their community health issues. Students learned consultation methods by assisting at multiple regional African American community meetings to discover issues and interest that resulted in the organization of a regional African American health coalition, multiple community health interventions, and the region's first health disparities summit. Lessons learned are presented which identify key elements of success and factors that influence adoption of community-based teaching and learning in public health.

Lecturers, Students and Community Members Sharing the Responsibility of Assessing Project-Based Poster Presentations

ERIC Educational Resources Information Center

Beylefeld, A. A.; Joubert, G.; Jama, M. P.; de Klerk, B.

2003-01-01

Active participation in the process of learning rather than transmission of information is prominent in modern higher education contexts. In alignment with this trend, traditional modes of assessment, based on the "transmission model", are increasingly replaced or supplemented by more authentic forms of assessment. Authentic assessment "measures"…

Teach and Reach: An Alternative Guide to Resources for the Classroom.

ERIC Educational Resources Information Center

Barnes, Ellen; And Others

This guide to alternative teaching resources suggests ideas to change the system and self, and it presents new ways of thinking about teaching and learning. A section on programming includes ideas for alternative curricula that are activity based, affective, community based, issue centered, interest centered, and mixed media. A section on…

Work-Based Learning and Academic Skills. IEE Working Paper No. 15.

ERIC Educational Resources Information Center

Hughes, Katherine L.; Moore, David Thornton; Bailey, Thomas R.

The claim that work-based experience improves students' academic performance was examined through a study of the academic progress of 25 high school and community college student interns employed in various health care workplaces. Data were collected from the following activities: (1) review of the literature on academic reinforcement and academic…

Student Characteristics, Sense of Community, and Cognitive Achievement in Web-Based and Lab-Based Learning Environments

ERIC Educational Resources Information Center

Overbaugh, Richard C.; Lin, ShinYi

2006-01-01

This study investigated differential effects of learning styles and learning orientation on sense of community and cognitive achievement in Web-based and lab-based university course formats. Students in the Web-based sections achieved higher scores at the "remember" and "understand" levels, but not at the "apply" or "analyze" levels. In terms of…

An Innovative International Community Engagement Approach: Story Circles as Catalysts for Transformative Learning

ERIC Educational Resources Information Center

Maslin-Ostrowski, Pat; Drago-Severson, Eleanor; Ferguson, Janet; Marsick, Victoria J.; Hallett, Margaret

2018-01-01

The purpose of this article is to describe the successes and challenges of an innovative community engagement initiative in Bermuda, Education for All, in order to enlarge our understanding of how a community uses storytelling as a catalyst for transformative learning. Sponsored by the Coalition for Community Activism, community members and…

Combining Project-Based Learning and Community-Based Research in a Research Methodology Course: The Lessons Learned

ERIC Educational Resources Information Center

Arantes do Amaral, João Alberto; Lino dos Santos, Rebeca Júlia Rodrigues

2018-01-01

In this article, we present our findings regarding the course "Research Methodology," offered to 22 first-year undergraduate students studying Administration at the Federal University of São Paulo, Osasco, Brazil. The course, which combined community-based research and project-based learning, was developed during the second semester of…

Integrated Strategic Planning in a Learning-Centered Community College

ERIC Educational Resources Information Center

Kelley, Susan; Kaufman, Roger

2007-01-01

In learning-centered community colleges, planning, like all processes, must measurably improve learning and learner performance. This article shares Valencia Community College's approach to revising its strategic planning process based on the Organizational Elements Model to: 1) focus strategic planning on learning results that add value for…

Sustaining Professional Learning Communities: Case Studies

ERIC Educational Resources Information Center

Hipp, Kristine; Huffman, Jane; Pankake, Anita; Olivier, Dianne

2008-01-01

The purpose is to document the ongoing development of two schools in becoming professional learning communities and the effects of meaningful collaboration on teacher learning. The question that guides this research is: How does a school become a sustainable professional learning community? The theoretical framework is based on the work of Senge,…

Proposing Community-Based Learning in the Marketing Curriculum

ERIC Educational Resources Information Center

Cadwallader, Susan; Atwong, Catherine; Lebard, Aubrey

2013-01-01

Community service and service learning (CS&SL) exposes students to the business practice of giving back to society while reinforcing classroom learning in an applied real-world setting. However, does the CS&SL format provide a better means of instilling the benefits of community service among marketing students than community-based…

The process of the Community Psychologist training: Experiences in the Community Psychology nucleus (NUCOM).

PubMed

Moura, James Ferreira; Brito da Silva, Lorena; Cidade, Elívia Camurça; Braga, Alana Alencar; Ximenes, Verônica Morais

2016-01-01

This article presents the Community Psychology training concept created at the Community Psychology Nucleus (NUCOM), Federal University of Ceará (Brazil); mainly composed of university extension processes and their theoretical-methodological bases. Thus, university extension/cooperation emerges as a space to build new knowledge based on a cooperative perspective opposed to traditional anti-dialogical and hegemonic mechanisms. By evidencing the unabridged training of NUCOM's graduate students, we seek to provide elements that will enable the comprehension of the learning concept present in daily relations constructed in extension activities. We also plan to socialize a way of thinking Community Psychology performance, whose reference is the people, with their needs and potentials, emphasizing them as the true subjects of psychological practice.

Increasing Bellevue School District's elementary teachers' capacity for teaching inquiry-based science: Using ideas from contemporary learning theory to inform professional development

NASA Astrophysics Data System (ADS)

Maury, Tracy Anne

This Capstone project examined how leaders in the Bellevue School District can increase elementary teachers' capacity for teaching inquiry-based science through the use of professional learning activities that are grounded in ideas from human learning theory. A framework for professional development was constructed and from that framework, a set of professional learning activities were developed as a means to support teacher learning while project participants piloted new curriculum called the Isopod Habitat Challenge. Teachers in the project increased their understanding of the learning theory principles of preconceptions and metacognition. Teachers did not increase their understanding of the principle of learning with understanding, although they did articulate the significance of engaging children in student-led inquiry cycles. Data from the curriculum revision and professional development project coupled with ideas from learning theory, cognition and policy implementation, and learning community literatures suggest Bellevue's leaders can encourage peer-to-peer interaction, link professional development to teachers' daily practice, and capitalize on technology as ways to increase elementary teachers' capacity for teaching inquiry-based science. These lessons also have significance for supporting teacher learning and efficacy in other subject areas and at other levels in the system.

Lifelong Learning for All in Asian Communities: ICT Based Initiatives

ERIC Educational Resources Information Center

Misra, Pradeep Kumar

2011-01-01

The necessity to adjust to the prerequisites of the knowledge based society and economy brought about the need for lifelong learning for all in Asian communities. The concept of lifelong learning stresses that learning and education are related to life as a whole - not just to work - and that learning throughout life is a continuum that should run…

C[superscript 4] (C Quad): Development of the Application for Language Learning Based on Social and Cognitive Presences

ERIC Educational Resources Information Center

Yamada, Masanori; Goda, Yoshiko; Matsukawa, Hideya; Hata, Kojiro; Yasunami, Seisuke

2013-01-01

This research aims to develop collaborative language learning systems based on social and cognitive presence for learning settings out of class, and evaluate their effects on learning attitude and performance. The main purpose of this system is focusing on the building of a learning community, therefore the Community of Inquiry (CoI) framework…

Transfer Learning for Activity Recognition: A Survey

PubMed Central

Cook, Diane; Feuz, Kyle D.; Krishnan, Narayanan C.

2013-01-01

Many intelligent systems that focus on the needs of a human require information about the activities being performed by the human. At the core of this capability is activity recognition, which is a challenging and well-researched problem. Activity recognition algorithms require substantial amounts of labeled training data yet need to perform well under very diverse circumstances. As a result, researchers have been designing methods to identify and utilize subtle connections between activity recognition datasets, or to perform transfer-based activity recognition. In this paper we survey the literature to highlight recent advances in transfer learning for activity recognition. We characterize existing approaches to transfer-based activity recognition by sensor modality, by differences between source and target environments, by data availability, and by type of information that is transferred. Finally, we present some grand challenges for the community to consider as this field is further developed. PMID:24039326

Listening to Their Lives: Learning through Narrative in an Undergraduate Practicum Course

ERIC Educational Resources Information Center

Cairney, Kristen; Breen, Andrea V.

2017-01-01

Experiential community-based learning is used for academic purposes, as well as to promote students' civic education, moral development, and the development of identity. Recent advancements in narrative identity theory may have important implications for enriching our understanding of how learning occurs in the context of community-based learning.…

One Happy Union: Infusing Community-Based Learning Projects through Online Instruction

ERIC Educational Resources Information Center

Lee, Jason W.; Kane, Jennifer; Cavanaugh, Terence

2015-01-01

Both community-based learning (CBL) and online learning are popular pedagogical practices, with distinct benefits and issues for teaching and learning. The integration of these practices may seem challenging, but they can be compatible. This article seeks to provide effective examples and support for conducting CBL projects in online courses while…

Linking Science Fiction and Physics Courses

NASA Astrophysics Data System (ADS)

McBride, Krista K.

2016-05-01

Generally, cohorts or learning communities enrich higher learning in students. Learning communities consist of conventionally separate groups of students that meet together with common academic purposes and goals. Types of learning communities include paired courses with concurrent student enrollment, living-learning communities, and faculty learning communities. This article discusses a learning community of 21 students that I created with a colleague in the English department. The community encompasses two general education courses: an algebra-based physics course entitled "Intro to Physics" and a literature course entitled "Science Fiction, Science Fact." Students must enroll in both of these courses during the same semester. Additionally, I highlight advantages to linking these courses through surveying the assignments and course materials that we used in our learning community. Figure 1 shows the topics that are covered in both physics and literature courses.

Climate Voices: Bridging Scientist Citizens and Local Communities across the United States

NASA Astrophysics Data System (ADS)

Wegner, K.; Ristvey, J. D., Jr.

2016-12-01

Based out of the University Corporation for Atmospheric Research (UCAR), the Climate Voices Science Speakers Network (climatevoices.org) has more than 400 participants across the United States that volunteer their time as scientist citizens in their local communities. Climate Voices experts engage in nonpartisan conversations about the local impacts of climate change with groups such as Rotary clubs, collaborate with faith-based groups on climate action initiatives, and disseminate their research findings to K-12 teachers and classrooms through webinars. To support their participants, Climate Voices develops partnerships with networks of community groups, provides trainings on how to engage these communities, and actively seeks community feedback. In this presentation, we will share case studies of science-community collaborations, including meta-analyses of collaborations and lessons learned.

Six Approaches to Post-16 Citizenship: 4. Citizenship through Voluntary and Community-Based Activities

ERIC Educational Resources Information Center

Fettes, Trisha

2007-01-01

Citizenship enables young people to learn about their rights and responsibilities, to understand how society works, and develop knowledge and understanding of social and political issues. Through citizenship education young people are encouraged to take action on issues of concern to themselves and to play an active part in the democratic process,…

Lifewide Learning for Early Reading Development.

PubMed

Dowd, Amy Jo; Friedlander, Elliott; Jonason, Christine; Leer, Jane; Sorensen, Lisa Zook; Guajardo, Jarrett; D'Sa, Nikhit; Pava, Clara; Pisani, Lauren

2017-03-01

The authors examine the relationships between children's reading abilities and the enabling environment for learning in the context of Save the Children's Literacy Boost program. They conceptualize the enabling environment at a micro level, with two components: the home literacy environment, represented by reading materials/habits at home, and the community learning environment (community reading activities). Using longitudinal reading scores of 6,874 students in 424 schools in 12 sites across Africa and Asia, there was 1) a modest but consistent relationship between students' home literacy environments and reading scores, and 2) a strong relationship between reading gains and participation in community reading activities, suggesting that interventions should consider both home and community learning environments and their differential influences on interventions across different low-resource settings. © 2017 Wiley Periodicals, Inc.

Storytelling in community intervention research: lessons learned from the walk your heart to health intervention.

PubMed

LeBron, Alana M; Schulz, Amy J; Bernal, Cristina; Gamboa, Cindy; Wright, Conja; Sand, Sharon; Valerio, Melissa; Caver, Deanna

2014-01-01

Contextually and culturally congruent interventions are urgently needed to reduce racial, ethnic, and socioeconomic inequities in physical activity and cardiovascular disease. To examine a community-based participatory research (CBPR) process that incorporated storytelling into a physical activity intervention, and consider implications for reducing health inequities. We used a CBPR process to incorporate storytelling in an existing walking group intervention. Stories conveyed social support and problem-solving intervention themes designed to maintain increases in physical activity over time, and were adapted to the walking group context, group dynamics, challenges, and traditions. After describing of the CBPR process used to adapt stories to walking group sites, we discuss challenges and lessons learned regarding the adaptation and implementation of stories to convey key intervention themes. A CBPR approach to incorporating storytelling to convey intervention themes offers an innovative and flexible strategy to promote health toward the elimination of health inequities.

Learning Outside of Classroom: Exploring the Active Part of an Informal Online English Learning Community in China

ERIC Educational Resources Information Center

Sun, Yanyan; Franklin, Teresa; Gao, Fei

2017-01-01

This study explored how the GRE Analytical Writing Section Discussion Forum, an informal online language learning community in China, functioned to support its members to improve their English writing proficiency. The Community of Inquiry (CoI) model was used as the theoretical framework to explore the existence of teaching presence, cognitive…

Productive Use of Collaborative Time. Research into Practice

ERIC Educational Resources Information Center

Williamson, Ronald

2012-01-01

Many schools have embraced the idea of professional learning communities (PLC's). While the term is used to describe many types of collaborative activities, PLC's are most successful when they focus intently on improving student learning. In these communities of learners there is a shared commitment to continually learn and act on that learning in…

Student Teacher Experiences in a Service-Learning Project for Children with Attention-Deficit Hyperactivity Disorder

ERIC Educational Resources Information Center

Wilkinson, Shawn; Harvey, William J.; Bloom, Gordon A.; Joober, Ridha; Grizenko, Natalie

2013-01-01

Background: Service learning (SL) is a collaborative relationship between university professors, their students, and community partners who combine academic learning and active participation to address community issues. Previous studies in SL and physical education teacher education (PETE) found SL projects increased opportunities for learning and…

Curricular Learning Communities and Unprepared Students: How Faculty Can Provide a Foundation for Success

ERIC Educational Resources Information Center

Engstrom, Cathy McHugh

2008-01-01

The pedagogical assumptions and teaching practices of learning community models reflect exemplary conditions for learning, so using these models with unprepared students seems desirable and worthy of investigation. This chapter describes the key role of faculty in creating active, integrative learning experiences for students in basic skills…

Building Effective Community-University Partnerships: Are Universities Truly Ready?

ERIC Educational Resources Information Center

Curwood, Susan Eckerle; Munger, Felix; Mitchell, Terry; Mackeigan, Mary; Farrar, Ashley

2011-01-01

Community service learning and community-based research necessitate the development of strong community-university partnerships. In this paper, students, faculty, and a community partner critically reflect upon the process of establishing a long-term community-university partnership through the integration of a community service learning component…

Reimagining Communities and Implementing Social Learning: Contemporary Community Theatre Development in Taiwan, Hong Kong and Singapore

ERIC Educational Resources Information Center

Wang, Wan-Jung

2014-01-01

Since the 1990s, Hong Kong, Singapore and Taiwan have encountered political, social, economic and cultural challenges. During this period, their community theatres have played distinctive roles in activating their public space to reimagine their communities, form dialogues with their governments and construct learning experiences amongst various…

Pulling It Together: Using Integrative Assignments as Empirical Direct Measures of Student Learning for Learning Community Program Assessment

ERIC Educational Resources Information Center

Huerta, Juan Carlos; Sperry, Rita

2013-01-01

This article outlines a systematic and manageable method for learning community program assessment based on collecting empirical direct measures of student learning. Developed at Texas A&M University--Corpus Christi where all full-time, first-year students are in learning communities, the approach ties integrative assignment design to a rubric…

Learning to Learn: A Hidden Dimension within Community Dance Practice

ERIC Educational Resources Information Center

Barr, Sherrie

2013-01-01

This article explores ways of learning experienced by university dance students participating in a community dance project. The students were unfamiliar with community-based practices and found themselves needing to remediate held attitudes about dance. How the students came to approach their learning within the dance-making process drew on…

Catalyzing Effective Science Education: Contributions from the NASA Science Education and Public Outreach Forums

NASA Astrophysics Data System (ADS)

Smith, Denise A.; Bartolone, L.; Eisenhamer, B.; Lawton, B. L.; Schultz, G. R.; Peticolas, L.; Schwerin, T.; Shipp, S.; Astrophysics E/PO Community, NASA; NASA Astrophysics Forum Team

2013-06-01

Advancing scientific literacy and strengthening the Nation’s future workforce through stimulating, informative, and effective learning experiences are core principles of the NASA Science Mission Directorate (SMD) education and public outreach (E/PO) program. To support and coordinate its E/PO community in offering a coherent suite of activities and experiences that effectively meet the needs of the education community, NASA SMD has created four Science Education and Public Outreach Forums (Astrophysics, Planetary Science, Heliophysics, Earth Science). Forum activities include: professional development to raise awareness of the existing body of best practices and educational research; analysis and cataloging of SMD-funded education materials with respect to AAAS Benchmarks for Science Literacy; Working Groups that assemble needs assessment and best practices data relevant to Higher Education, K-12 Formal Education, and Informal Science Education audiences; and community collaborations that enable SMD E/PO community members to develop new partnerships and to learn and share successful strategies and techniques. This presentation will highlight examples of Forum and community-based activities related to astronomy education and teacher professional development, within the context of the principles articulated within the NRC Framework for K-12 Science Education and the Next Generation Science Standards. Among these are an emerging community of practice for K-12 educators and online teacher professional development and resources that incorporate misconception research and authentic experiences with NASA Astrophysics data.

Developing Community-Based Learning Centers for Older Adults. A Technical Assistance Manual.

ERIC Educational Resources Information Center

Sprouse, Betsy M.; Brown, Karen

Designed for community groups and organizations, groups of older adults, senior clubs, and agencies, this manual documents the process of developing community education programs for older adults. The first section introduces the concept of a community learning center, while the second section considers whether a learning center should be…

Examining a One-Hour Synchronous Chat in a Microblogging-Based Professional Development Community

ERIC Educational Resources Information Center

Gao, Fei; Li, Lan

2017-01-01

Research on microblogging in education has suggested its potential to promote community building and collaborative learning, but little is known about the nature of interaction in such microblogging communities. More research is needed to understand how online learning communities can be designed in a way that supports effective learning. The…

An Analysis of Gender and Major Differences upon Undergraduate Student Attitudes about Community Service Learning

ERIC Educational Resources Information Center

Shukla, P. K.; Shukla, Monica P.

2014-01-01

Community Service Learning (CSL) believes that university and colleges should incorporate community based service projects into courses. There are faculty and administrator supporters who argue for such proposals to require community service learning components into classes, but there are also faculty and administrator critics of such proposals.…

Service-learning in Higher Education Relevant to the Promotion of Physical Activity, Healthful Eating, and Prevention of Obesity

PubMed Central

Rosenkranz, Richard R

2012-01-01

Service-learning is a type of experiential teaching and learning strategy combining classroom instruction and meaningful community service and guided activities for reflection. This educational approach has been used frequently in higher education settings, including an array of disciplines such as medicine, theology, public health, physical education, nutrition, psychology, anthropology, and sociology. The purpose of the present review paper was to provide guidance on the use of service-learning within higher education, relevant to the preventive medicine and public health topics of healthful eating, physical activity, and obesity prevention. In service-learning, coursework is structured to address community needs, and to benefit students through the real-world application of knowledge. The benefits for students include positive impacts on social skills, empathy, awareness, understanding, and concern regarding community issues, plus greater confidence and skills to work with diverse populations, increased awareness of community resources, improved motivation, and enhanced knowledge. Educational institutions may also benefit through improved “town and gown” relations, as strong ties, partnerships, and mutually beneficial activities take place. The present literature review describes several service-learning applications such as nutrition education for kids, dietary improvement for seniors, foodservice recipe modification on a college campus, an intergenerational physical activity program for nursing home residents, motor skill development in kindergarteners, organized elementary school recess physical activities, health education, and obesity prevention in children. From this review, service-learning appears to have great potential as a flexible component of academic coursework in the areas of preventive medicine and public health. PMID:23112892

Service-learning in Higher Education Relevant to the Promotion of Physical Activity, Healthful Eating, and Prevention of Obesity.

PubMed

Rosenkranz, Richard R

2012-10-01

Service-learning is a type of experiential teaching and learning strategy combining classroom instruction and meaningful community service and guided activities for reflection. This educational approach has been used frequently in higher education settings, including an array of disciplines such as medicine, theology, public health, physical education, nutrition, psychology, anthropology, and sociology. The purpose of the present review paper was to provide guidance on the use of service-learning within higher education, relevant to the preventive medicine and public health topics of healthful eating, physical activity, and obesity prevention. In service-learning, coursework is structured to address community needs, and to benefit students through the real-world application of knowledge. The benefits for students include positive impacts on social skills, empathy, awareness, understanding, and concern regarding community issues, plus greater confidence and skills to work with diverse populations, increased awareness of community resources, improved motivation, and enhanced knowledge. Educational institutions may also benefit through improved "town and gown" relations, as strong ties, partnerships, and mutually beneficial activities take place. The present literature review describes several service-learning applications such as nutrition education for kids, dietary improvement for seniors, foodservice recipe modification on a college campus, an intergenerational physical activity program for nursing home residents, motor skill development in kindergarteners, organized elementary school recess physical activities, health education, and obesity prevention in children. From this review, service-learning appears to have great potential as a flexible component of academic coursework in the areas of preventive medicine and public health.

Service Learning in Light of Emmanuel Levinas

ERIC Educational Resources Information Center

Sherman, Glen L.

2016-01-01

Emmanuel Levinas, a twentieth century French Continental philosopher, proposed an original understanding of ethics which has serious implications for the particular activities within higher education designated as service learning and community service. First I will define service learning and community service and briefly review the theoretical…

Nurses on a mission: a professional service learning experience with the inner-city homeless.

PubMed

Lashley, Mary

2007-01-01

Nursing students can play a vital role in addressing the health care needs of the homeless. Through professional service learning experiences in community-based settings, students learn how to partner with key community leaders and agencies to meet the needs of underserved populations and provide culturally competent care to diverse populations. This article describes the development of a professional service learning experience with the homeless in which a community-academic partnership was created to meet community needs. In an era of declining health care resources, such innovative partnerships serve to reduce health disparities and improve access to care while preparing students for community-based practice with at-risk and vulnerable populations.

Disseminating Innovations in Teaching Value-Based Care Through an Online Learning Network.

PubMed

Gupta, Reshma; Shah, Neel T; Moriates, Christopher; Wallingford, September; Arora, Vineet M

2017-08-01

A national imperative to provide value-based care requires new strategies to teach clinicians about high-value care. We developed a virtual online learning network aimed at disseminating emerging strategies in teaching value-based care. The online Teaching Value in Health Care Learning Network includes monthly webinars that feature selected innovators, online discussion forums, and a repository for sharing tools. The learning network comprises clinician-educators and health system leaders across North America. We conducted a cross-sectional online survey of all webinar presenters and the active members of the network, and we assessed program feasibility. Six months after the program launched, there were 277 learning community members in 22 US states. Of the 74 active members, 50 (68%) completed the evaluation. Active members represented independently practicing physicians and trainees in 7 specialties, nurses, educators, and health system leaders. Nearly all speakers reported that the learning network provided them with a unique opportunity to connect with a different audience and achieve greater recognition for their work. Of the members who were active in the learning network, most reported that strategies gleaned from the network were helpful, and some adopted or adapted these innovations at their home institutions. One year after the program launched, the learning network had grown to 364 total members. The learning network helped participants share and implement innovations to promote high-value care. The model can help disseminate innovations in emerging areas of health care transformation, and is sustainable without ongoing support after a period of start-up funding.

STEM-related, Student-led Service Learning / Community Engagement Projects: Examples and Benefits

NASA Astrophysics Data System (ADS)

Swap, R. J.; Wayland, K.

2015-12-01

Field-based, STEM-related service learning / community engagement projects present an opportunity for undergraduate students to demonstrate proficiencies related to the process of inquiry. These proficiencies include: appreciation of the larger project context, articulation of an informed question/hypothesis, project proposal development, interdisciplinary collaboration, project management (including planning, implementation reconfiguration and synthesis) and lastly the generation and handing off of acquired knowledge. Calls for these types of proficiencies have been expressed by governmental, non-governmental as well as the private sector. Accordingly, institutions of higher learning have viewed such activities as opportunities for enriching the learning experience for undergraduate students and for making such students more marketable, especially those from STEM-related fields. This institutional interest has provided an opportunity to support and expand field-based learning. Here we present examples of student-led/faculty-mentored international service learning and community engagement projects along the arc of preparation, implementation and post-field process. Representative examples that draw upon environmental science and engineering knowledge have been selected from more than 20 international undergraduate student projects over past decade and include: slow-sand water filtration, rainwater harvesting, methane biodigesters, water reticulation schemes and development and implementation of rocket stoves for communal cooking. We discuss these efforts in terms of the development of the aforementioned proficiencies, the utility of such proficiencies to the larger enterprise of STEM and the potential for transformative student learning outcomes. We share these experiences and lessons learned with the hope that others may intelligently borrow from our approach in a manner appropriate for their particular context.

Promoting community socio-ecological sustainability through technology: A case study from Chile

NASA Astrophysics Data System (ADS)

Aguayo, Claudio; Eames, Chris

2017-12-01

The importance of community learning in effecting social change towards ecological sustainability has been recognised for some time. More recently, the use of Information and Communication Technology (ICT) tools to promote socio-ecological sustainability has been shown to have potential in community education for sustainable development (ESD). The effective design and use of technology for community learning implies an understanding of a range of cross-dimensional factors including: socio-cultural characteristics and needs of the target audience; considerations of available and culturally responsive types of technology; and non-formal pedagogical ESD strategies for community empowerment. In addition, both technology itself and social communities are dynamically evolving and complex entities. This article presents a case study which evaluated the potential of ICT for promoting ecological literacy and action competence amongst community members in southern Chile. The case study addressed the ecological deterioration of a lake, which is having deep social, economic, recreational and cultural implications locally. The authors' research involved developing a theoretical framework for the design, implementation and use of ICT for community learning for sustainability. The framework was based on key ideas from ESD, ICT and community education, and was underpinned by a systems thinking approach to account for the dynamism and complexity of such settings. Activity theory provided a frame to address overarching socio-cultural elements when using technology as a mediating tool for community learning. The authors' findings suggest that the use of an ICT tool, such as a website, can enhance ecological literacy in relation to a local socio-ecological issue.

Peer Training of Community Health Workers to Improve Heart Health Among African American Women

PubMed Central

Willock, Robina Josiah; Mayberry, Robert M.; Yan, Fengxia; Daniels, Pamela

2015-01-01

Introduction Training community health workers (CHWs) builds a workforce that is essential to addressing the chronic disease crisis. This article describes a highly replicable CHW training program that targets heart disease risk among African American women. Background African American women suffer disproportionately from heart disease mortality and morbidity. Well-trained CHWs are uniquely positioned to close this disparity gap. Method We used a Learning Circle approach to train CHWs in heart health education. The curriculum blended web-based, self-directed learning and in-person peer coaching. CHWs learned through (a) peer-to-peer sharing, (b) problem solving and brainstorming, and (c) leadership and experiential activities. Training evaluation measures were CHWs' (a) self-confidence, (b) heart health knowledge, (c) satisfaction with training, (d) training retention, and (e) replication of training within 90 days after training. Results This training resulted in appreciable effects on four of five outcome measures. Heart health knowledge increased significantly among experienced CHWs (p = .011). CHWs were satisfied with training and retention was 100%. CHWs initiated and subsequently delivered 122 person hours of community heart health education and CHW training in their communities. Discussion/Conclusion CHW heart health training using Learning Circles is a practical and replicable method of training CHWs and holds significant potential for building capacity in resource-poor community organizations. PMID:24891525

Peer training of community health workers to improve heart health among African American women.

PubMed

Josiah Willock, Robina; Mayberry, Robert M; Yan, Fengxia; Daniels, Pamela

2015-01-01

Training community health workers (CHWs) builds a workforce that is essential to addressing the chronic disease crisis. This article describes a highly replicable CHW training program that targets heart disease risk among African American women. African American women suffer disproportionately from heart disease mortality and morbidity. Well-trained CHWs are uniquely positioned to close this disparity gap. Method. We used a Learning Circle approach to train CHWs in heart health education. The curriculum blended web-based, self-directed learning and in-person peer coaching. CHWs learned through (a) peer-to-peer sharing, (b) problem solving and brainstorming, and (c) leadership and experiential activities. Training evaluation measures were CHWs' (a) self-confidence, (b) heart health knowledge, (c) satisfaction with training, (d) training retention, and (e) replication of training within 90 days after training. This training resulted in appreciable effects on four of five outcome measures. Heart health knowledge increased significantly among experienced CHWs (p = .011). CHWs were satisfied with training and retention was 100%. CHWs initiated and subsequently delivered 122 person hours of community heart health education and CHW training in their communities. CHW heart health training using Learning Circles is a practical and replicable method of training CHWs and holds significant potential for building capacity in resource-poor community organizations. © 2014 Society for Public Health Education.

Communities. Community Study Unit, Grade 1. Teacher Edition, Field Trip Guide for Teachers, and Student Book.

ERIC Educational Resources Information Center

Lee County School District, Ft. Myers, FL. Dept. of Environmental Education and Instructional Development Services.

This unit is designed to help first grade students understand the broad concept of community. The students experience a variety of in-class and field trip activities that will expose them to communities. The students observe and compare both natural and human-designed communities. Learning activities include pantomimes, listening activities,…

Self-regulated Learning in a Hybrid Science Course at a Community College

NASA Astrophysics Data System (ADS)

Manuelito, Shannon Joy

Community college students are attracted to courses with alternative delivery formats such as hybrid courses because the more flexible delivery associated with such courses provides convenience for busy students. In a hybrid course, face-to-face, structured seat time is exchanged for online components. In such courses, students take more responsibility for their learning because they assume additional responsibility for learning more of the course material on their own. Thus, self-regulated learning (SRL) behaviors have the potential to be useful for students to successfully navigate hybrid courses because the online components require exercise of more personal control over the autonomous learning situations inherent in hybrid courses. Self-regulated learning theory includes three components: metacognition, motivation, and behavioral actions. In the current study, this theoretical framework is used to examine how inducing self-regulated learning activities among students taking a hybrid course influence performance in a community college science course. The intervention for this action research study consisted of a suite of activities that engage students in self-regulated learning behaviors to foster student performance. The specific SRL activities included predicting grades, reflections on coursework and study efforts in course preparation logs, explanation of SRL procedures in response to a vignette, photo ethnography work on their personal use of SRL approaches, and a personalized study plan. A mixed method approach was employed to gather evidence for the study. Results indicate that community college students use a variety of self-regulated learning strategies to support their learning of course material. Further, engaging community college students in learning reflection activities appears to afford some students with opportunities to refine their SRL skills and influence their learning. The discussion focuses on integrating the quantitative and qualitative data and explanation of the findings using the SRL framework. Additionally, lessons learned, limitations, and implications for practice and research are discussed. Specifically, it is suggested that instructors can foster student learning in hybrid courses by teaching students to engage in SRL processes and behaviors rather than merely focusing on delivery of course content. Such SRL behaviors allow students to exercise greater control over the autonomous learning situations inherent in hybrid courses.

Faculty Use of Community-Based Learning: What Factors Really Matter?

ERIC Educational Resources Information Center

Russell-Stamp, Melinda

2015-01-01

The purpose of this study was to determine what factors really matter to faculty at a teaching institution in deciding whether or not to use community-based learning (CBL) in their classrooms. The Web-based Faculty Service Learning Beliefs Inventory (wFSLBI), developed and used with faculty at a research university, was administered to faculty at…

The Intersection of Community-Based Writing and Computer-Based Writing: A Cyberliteracy Case Study.

ERIC Educational Resources Information Center

Gabor, Catherine

The learning goals that inform service learning as a whole can contribute to the computers and writing field significantly. This paper demonstrates how two lines of inquiry can be furthered, community-based writing and computers and writing, through new data and critical reflection on learning goals and communication tools. The paper presents a…

The Place of Community-Based Learning in Higher Education: A Case Study of Interchange

ERIC Educational Resources Information Center

Hardwick, Louise

2013-01-01

This article focuses on one strand of community engagement: community-based learning for students. It considers in particular Interchange as a case study. Interchange is a registered charity based in, but independent of, a department in a Higher Education Institution. It brokers between undergraduate research/work projects and Voluntary Community…

Community-based advocacy training: applying asset-based community development in resident education.

PubMed

Hufford, Laura; West, Daniel C; Paterniti, Debora A; Pan, Richard J

2009-06-01

Communities and Physicians Together (CPT) at University of California, Davis Health System provides a novel approach to teaching residents to be effective community advocates. Founded in 1999, CPT is a partnership between a pediatric residency program, five community collaboratives located in diverse neighborhoods, and a grassroots child advocacy organization. Using the principles of Asset-Based Community Development, the program emphasizes establishing partnerships with community members and organizations to improve child health and identifies community assets and building capacity. Community members function as the primary faculty for CPT.The authors describe the CPT curriculum, which teaches residents to build partnerships with their assigned community. Residents have three, two-week blocks each year for CPT activities and maintain a longitudinal relationship with their community. In the first year, collaborative coordinators from each community orient residents to their community. Residents identify community assets and perform activities designed to provide them with a community member's perspective. In the second and third years, residents partner with community members and organizations to implement a project to improve the health of children in that community. CPT also provides faculty development to community partners including a workshop on medical culture and resident life. A qualitative evaluation demonstrated residents' attitudes of their role as pediatricians in the community changed with CPT.CPT is unique because it provides a model of service learning that emphasizes identifying and utilizing strengths and building capacity. This approach differs from the traditional medical model, which emphasizes deficits and needs.

Curricular trends in Malaysian medical schools: innovations within.

PubMed

Azila, Nor Mohd Adnan; Rogayah, Jaafar; Zabidi-Hussin, Zabidi Azhar Mohd Hussin

2006-09-01

Various curricular innovations were adopted by medical schools worldwide in an attempt to produce medical graduates that could meet future healthcare needs of society locally and globally. This paper presents findings on curricular approaches implemented in Malaysian medical schools, in trying to meet those needs. Information was obtained from published records, responses from various questionnaires, personal communication and involvement with curricular development. Curricular innovations tended to be implemented in new medical schools upon their establishment. Established medical schools seemed to implement these innovations much later. Curricular trends appear to move towards integration, student-centred and problem-based learning as well as community-oriented medical education, with the Student-centred learning, Problem-based learning, Integrated teaching, Community-based education, Electives and Systematic programme (SPICES) model used as a reference. The focus is based on the premise that although the short-term aim of undergraduate medical education in Malaysia is to prepare graduates for the pre-registration house officer year, they must be able to practise and make decisions independently and be sensitive to the needs of the country's multiracial, multi-religious, and often remote communities. In most cases, curricular planning starts with a prescriptive model where planners focus on several intended outcomes. However, as the plan is implemented and evaluated it becomes descriptive as the planners reassess the internal and external factors that affect outcomes. A common trend in community-oriented educational activities is evident, with the introduction of interesting variations, to ensure that the curriculum can be implemented, sustained and the intended outcomes achieved.

An online community of practice to support evidence-based physiotherapy practice in manual therapy.

PubMed

Evans, Cathy; Yeung, Euson; Markoulakis, Roula; Guilcher, Sara

2014-01-01

The purpose of this study was to explore how a community of practice promoted the creation and sharing of new knowledge in evidence-based manual therapy using Wenger's constructs of mutual engagement, joint enterprise, and shared repertoire as a theoretical framework. We used a qualitative approach to analyze the discussion board contributions of the 19 physiotherapists who participated in the 10-week online continuing education course in evidence-based practice (EBP) in manual therapy. The course was founded on community of practice, constructivism, social, and situated learning principles. The 1436 postings on 9 active discussion boards revealed that the community of practice was a social learning environment that supported strong participation and mutual engagement. Design features such as consistent facilitation, weekly guiding questions, and collaborative assignments promoted the creation and sharing of knowledge. Participants applied research evidence to the contexts in which they worked through reflective comparison of what they were reading to its applicability in their everyday practice. Participants' shared goals contributed to the common ground established in developing collective knowledge about different study designs, how to answer research questions, and the difficulties of conducting sound research. An online longitudinal community of practice utilized as a continuing education approach to deliver an online course based on constructivist and social learning principles allowed geographically dispersed physiotherapists to be mutually engaged in a joint enterprise in evidence-based manual therapy. Advantages included opportunity for reflection, modeling, and collaboration. Future studies should examine the impact of participation on clinical practice. © 2014 The Alliance for Continuing Education in the Health Professions, the Society for Academic Continuing Medical Education, and the Council on Continuing Medical Education, Association for Hospital Medical Education.

Promoting clinical competence: using scaffolded instruction for practice-based learning.

PubMed

Tilley, Donna Scott; Allen, Patricia; Collins, Cathie; Bridges, Ruth Ann; Francis, Patricia; Green, Alexia

2007-01-01

Competency-based education is essential for bridging the gap between education and practice. The attributes of competency-based education include an outcomes focus, allowance for increasing levels of competency, learner accountability, practice-based learning, self-assessment, and individualized learning experiences. One solution to this challenge is scaffolded instruction, where collaboration and knowledge facilitate learning. Collaboration refers to the role of clinical faculty who model desired clinical skills then gradually shift responsibility for nursing activity to the student. This article describes scaffolded instruction as applied in a Web-based second-degree bachelor of science in nursing (BSN) program. This second-degree BSN program uses innovative approaches to education, including a clinical component that relies on clinical coaches. Students in the program remain in their home community and complete their clinical hours with an assigned coach. The method will be described first, followed by a description of how the method was applied.

Service-Learning: A Language of "We"

ERIC Educational Resources Information Center

Taylor, Pamela G.; Ballengee-Morris, Christine

2004-01-01

This article focuses on service-learning, a method whereby students learn and develop through active participation in thoughtfully organized service that is conducted in and meets the needs of communities. It is coordinated with an elementary school, secondary school, institution of higher education, or community service program and the…

Professional Learning Communities: The Emergence of Vulnerability

ERIC Educational Resources Information Center

Kelly, Jennifer

2013-01-01

This case study focuses on 11 individual teachers who participate in three distinct professional learning communities (PLCs) within one school. A PLC is "a group of people who take an active, reflective, collaborative, learning-orientated, and growth promoting approach toward the mysteries, problems, and perplexities of teaching and…

Constructivism and Learning in the Age of Social Media: Changing Minds and Learning Communities

ERIC Educational Resources Information Center

Schrader, Dawn E.

2015-01-01

Social media provide new means and opportunities for learning that are consistent with major tenets of both social and cognitive constructivism, and extend the process of learning and meaning construction to more diverse communities and universally accessible shared activities that are jointly and concurrently engaged in by both peers and experts.

Building Communities for the Exchange of Learning Objects: Theoretical Foundations and Requirements

ERIC Educational Resources Information Center

Koper, Rob; Pannekeet, Kees; Hendriks, Maaike; Hummel, Hans

2004-01-01

In order to reduce overall costs of developing high-quality digital courses (including both the content, and the learning and teaching activities), the exchange of learning objects has been recognized as a promising solution. This article makes an inventory of the issues involved in the exchange of learning objects within a community. It explores…

The Reciprocal Determinism of Online Scaffolding in Sustaining a Community of Inquiry in Physics

ERIC Educational Resources Information Center

Bautista, Romiro G.

2013-01-01

This study investigated the learning impact of online scaffolding in sustaining a community of inquiry in Physics instruction. The students' a-priori e-learning activities in online discussion were used in leveraging the learning behaviors of the students. Online learning segments were included in the process of developing classroom tasks…

GeoMapApp Learning Activities: Grab-and-go inquiry-based geoscience activities that bring cutting-edge technology to the classroom

NASA Astrophysics Data System (ADS)

Goodwillie, A. M.; Kluge, S.

2011-12-01

NSF-funded GeoMapApp Learning Activities (http://serc.carleton.edu/geomapapp) provide self-contained learning opportunities that are centred around the principles of guided inquiry. The activities allow students to interact with and analyse research-quality geoscience data to explore and enhance student understanding of underlying geoscience content and concepts. Each activity offers ready-to-use step-by-step student instructions and answer sheets that can be downloaded from the web page. Also provided are annotated teacher versions of the worksheets that include teaching tips, additional content and suggestions for further work. Downloadable pre- and post- quizzes tied to each activity help educators gauge the learning progression of their students. Short multimedia tutorials and details on content alignment with state and national teaching standards round out the package of material that comprises each "grab-and-go" activity. GeoMapApp Learning Activities expose students to content and concepts typically found at the community college, high school and introductory undergraduate levels. The activities are based upon GeoMapApp (http://www.geomapapp.org), a free, easy-to-use map-based data exploration and visualisation tool that allows students to access a wide range of geoscience data sets in a virtual lab-like environment. Activities that have so far been created under this project include student exploration of seafloor spreading rates, a study of mass wasting as revealed through geomorphological evidence, and an analysis of plate motion and hotspot traces. The step-by-step instructions and guided inquiry approach lead students through each activity, thus reducing the need for teacher intervention whilst also boosting the time that students can spend on productive exploration and learning. The activities can be used, for example, in a classroom lab with the educator present and as self-paced assignments in an out-of-class setting. GeoMapApp Learning Activities are hosted on the SERC-Carleton web site.

Building Strong Community Partnerships: Equal Voice and Mutual Benefits

ERIC Educational Resources Information Center

Oberg De La Garza, Tammy; Moreno Kuri, Lissette

2014-01-01

This article explores an urban partnership and service-learning project deliberately created to improve literacy and strengthen learning communities in an urban, Latino neighborhood of Chicago. The project aligns activities and objectives with resources and needs of university participants, a Latino community organization, and local public…

Youth Representations of Community, Art, and Struggle in Harlem

ERIC Educational Resources Information Center

Kinloch, Valerie

2007-01-01

This article describes how two African American young adults engage in learning and activism in their Harlem community through employment of art forms. Observations on the reversal of learning--from adults to young people in classrooms and young people to adults in the community--are critiqued.

Lost Soul or New Dawn? Lifelong Learning Lessons and Prospects from East Asia

ERIC Educational Resources Information Center

Duke, Chris

2015-01-01

Most learning takes place in communities, neighbourhoods and workplaces. Here practical solutions to big problems work or fall down. We may call this the iron law of social learning, recognised in "community development", "community capacity-building", "workplace", "work-based" and…

Academic-Hospital Partnership: Conducting a Community Health Needs Assessment as a Service Learning Project.

PubMed

Krumwiede, Kelly A; Van Gelderen, Stacey A; Krumwiede, Norma K

2015-01-01

The purposes of this service learning project were to trial nursing student application of the Community-Based Collaborative Action Research (CBCAR) framework while conducting a community health needs assessment and to assess the effectiveness of the CBCAR framework in providing real-world learning opportunities for enhancing baccalaureate nursing students' public health knowledge. In this case study analysis, the CBCAR framework linked service learning and community health needs assessment with public health nursing core competencies. Fifteen nursing students partnered with collaborative members. Student observational field notes and narrative reflections were analyzed qualitatively for fidelity to the CBCAR framework and to evaluate student public health knowledge. Students successfully employed the CBCAR framework in collaboration with the critical access hospital and community stakeholders to design and conduct the community health needs assessment. Service learning themes were real-world solutions, professional development, community collaboration, and making a difference. Students developed skills in six of the eight domains of the Quad Council's core competencies for public health nurses. Community-Based Collaborative Action Research facilitates collaborative partnerships and relationships throughout the research process. Students benefited by applying what they have learned from their education to a real community who lacks resources. © 2014 Wiley Periodicals, Inc.

The Education of a Sociologist of Appalachia.

ERIC Educational Resources Information Center

Ambler, Susan H.

2002-01-01

Through teaching Appalachian Culture, a sociologist discovered that oral history in particular, and qualitative methods in general, balance quantitative data in presenting a complete picture. Direct experiences outside the classroom, such as field trips and community-based research encourage active, experiential learning. Because working in teams…

Books and Bare Feet: Experiencing Prehistory.

ERIC Educational Resources Information Center

MacGugan, Kirk; Alixopulos, Hedrick

1979-01-01

Describes an experiential activity in which students enrolled in an interdisciplinary (history and anthropology) prehistory course at Leeward Community College (Hawaii) could simulate prehistoric conditions in a remote area. Presents a rationale based upon the influence of experiential learning on self-esteem and academic success of…

Dublin Institute of Technology's Programme for Students Learning with Communities: A Critical Account of Practice

ERIC Educational Resources Information Center

Gamble, Elena; Bates, Catherine

2011-01-01

Purpose: This paper aims to focus on the process of critically evaluating Dublin Institute of Technology's Programme for Students Learning With Communities after its first year of operation. The programme supports and promotes community-based learning/service-learning across DIT. Design/methodology/approach: The paper is presented in the form of a…

Experiential Learning through a Physical Activity Program for Children with Disabilities

ERIC Educational Resources Information Center

Richards, K. Andrew R.; Eberline, Andrew D.; Padaruth, Sookhenlall; Templin, Thomas J.

2015-01-01

Service-learning has become a popular pedagogical tool to promote academic and civic learning. One form of service-learning provides physical activity for underrepresented community groups, including children with disabilities. Using experiential learning theory, the purpose of this descriptive case study was to evaluate college students'…

A Happy Marriage: The Union of Online Instruction and Community-Based Learning

ERIC Educational Resources Information Center

Lee, Jason W.; Kane, Jennifer J.; Gregg, Elizabeth A.

2016-01-01

This article explores the opportunities and challenges that university instructors and students have when completing course assignments that merge community-based learning (CBL) and online learning (OL) in sport management and athletic administration pedagogy. As online instruction continues to increase, instructors and students need to be…

Needs assessment as a marketing strategy: an experience for baccalaureate nursing students.

PubMed

Colangelo, R; Goldrick, B

1991-04-01

A marketing needs assessment was undertaken as a community health project for baccalaureate nursing students. The objective of the project were: (1) to conduct a needs assessment utilizing the concepts of marketing in health planning, and (2) to identify health needs of a community based on active participation by members of the community. Through a collaborative effort with a community health agency, students were able to integrate the principles of marketing and participative decision-making into a learning experience. The results of the needs assessment provided the agency with valuable information for strategic planning.

Residential learning communities as a tool for increasing interest in the Earth and Environmental Sciences

NASA Astrophysics Data System (ADS)

Rademacher, L. K.; Burmeister, K. C.; Colafrancesco, K.; Brodie, C.; Jacobson, S.

2009-12-01

The Residence for Earth and Environmental Living and Learning (REELL), a residential learning community (RLCs) established at the University of the Pacific in 2008-2009, has proven to be an effective tool for increasing interest in the Earth and environmental sciences. RLCs bring together students that share a theme-based interest and are given an opportunity to live together in a common space within a campus residence hall. The 2008-2009 REELL group comprised representatives from a wide range of degree programs, and included 16 freshmen, a junior peer advisor, and a senior residential advisor. Student participants in the REELL community work closely with their peers, faculty, and staff on academic, social, and outreach programs designed to increase interest and awareness in the Earth & environment. REELL activities include regular meetings, sponsored movies, guest speakers, field trips, campus exchange events, and outreach activities. These activities are arranged around a yearlong research project that is designed and implemented by the student participants. Preliminary results suggest that activity- and project-related interactions during the 2008-2009 REELL program year are an effective way to establish connections between among students, faculty, and administration and have increased interest and participation in Earth and Environmental Science courses and programs. Studies of RLCs implemented in a wide variety of colleges and university settings demonstrate that these programs successfully foster the development of leadership, social, and academic skills in student participants. The REELL community at the University of the Pacific is based upon the successful the Honors RLC. The well-established Honors RLC is a perfect example of how such programs can increase social and academic development. Like the REELL program, the Honors RLC brings together first and second year honors students in a single residence hall. Their participation in the Honors RLC provides education experiences for the whole person outside of the classroom.

Offering Community Engagement Activities to Increase Chemistry Knowledge and Confidence for Teachers and Students

ERIC Educational Resources Information Center

Sewry, Joyce D.; Glover, Sarah R.; Harrison, Timothy G.; Shallcross, Dudley E.; Ngcoza, Kenneth M.

2014-01-01

Given the emphasis on community engagement in higher education, academic departments need to become more involved in the community. This paper discusses a number of outreach activities undertaken by the chemistry department at Rhodes University, South Africa. The activities range from service learning to community engagement with teachers and…

Improving patient care through work-based learning.

PubMed

Chapman, Linda

To record post-registration community nurses' perceptions of the impact of work-based learning on the quality of patient care. Ten nurses were interviewed. Each interviewee, who had successfully completed work-based learning programmes, was asked to describe their impact on the quality of patient care. The participants valued work-based learning. Four themes emerged where work-based learning contributed to improving the quality of care: increased health promotion, increased access to services, increased patient choice and reduced risk of infection. The relevance of studies and distance learning materials were perceived to be the main aspects that influenced changes in practice. The study provides insight into how work-based learning helped staff develop practice. It highlights that time for learning and mentoring are paramount for changes in practice to occur through work-based learning. Further studies are required to establish the best structure and style of distance learning materials needed to meet the needs of post-registration community nurses.

Working Community-Related Interaction Factors Building Occupational Well-Being--Learning Based Intervention in Finnish and Estonian Schools (2010-2013)

ERIC Educational Resources Information Center

Pertel, Tiia; Laine, Sari; Saaranen, Terhi; Hansen, Siivi; Lepp, Kädi; Liiv, Krystiine; Tossavainen, Kerttu

2018-01-01

This article examines whether a three-year learning-based work community intervention resulted in changes in working community-related interaction factors and occupational well-being among Finnish and Estonian school staff. It reports the types of changes in working community-related interaction factors and their associations to the subjective…

Students Promoting Economic Development and Environmental Sustainability: An Analysis of the Impact of Involvement in a Community-Based Research and Service-Learning Program

ERIC Educational Resources Information Center

Keen, Cheryl; Baldwin, Elizabeth

2004-01-01

Community-based research has been suggested as a particularly effective form of service learning in college-community collaborations. This paper reviews findings from interviews with alumni/ae and community partners of an environmental and economic sustainability center at Allegheny College in Northwest Pennsylvania, the Center for Economic and…

Social Presence and Transactional Distance as an Antecedent to Knowledge Sharing in Virtual Learning Communities

ERIC Educational Resources Information Center

Karaoglan Yilmaz, Fatma Gizem

2017-01-01

Today, the use of social network-based virtual learning communities is increasing rapidly in terms of knowledge management. An important dynamic of knowledge management processes is the knowledge sharing behaviors (KSB) in community. The purpose of this study is to examine the KSB of the students in a Facebook-based virtual community created…

Can They Do That? Learning about Active Citizenship.

ERIC Educational Resources Information Center

Hooper, Derek; Farrell, Jane; Hedge, Annie; Thorpe, Tony

This book contains the materials required to conduct a seven-unit course in what it means to be an active citizen in the United Kingdom. The units are intended to be used in return to study and access courses and were written to be of immediate practical relevance to providers of further education college- or community-based courses for various…

Assessment in Service-Learning

ERIC Educational Resources Information Center

McDonald, Betty

2012-01-01

Offering meaningful service to the community while engaging in active learning is a pedagogical strategy that has come to be known as service-learning. Both learner and the community are mutual recipients of benefits derived from the process. The fundamental question that remains is, "How do we assess the learner in this non traditional…

Service Learning: Opportunities for Legal Studies in Business

ERIC Educational Resources Information Center

Burke, Debra D.

2007-01-01

Service learning is a form of experiential learning designed to engage students, faculty, and community partners in a mutually beneficial experience. Specifically, it "is a credit-bearing, educational experience in which students participate in an organized service activity that meets identified community needs and reflects on the service activity…

Building a Dynamic Online Learning Community among Adult Learners.

ERIC Educational Resources Information Center

Wang, Minjuan; Sierra, Christina; Folger, Terre

2003-01-01

Examines the nature of learning communities constructed among a diverse group of adult learners in an international online graduate-level course. Discusses independent work, team tasks, the variety of computer-mediated communication tools used, and implications for promoting adult learners' active participation in online learning and instructional…

The Role for Virtual Patients in the Future of Medical Education.

PubMed

Berman, Norman B; Durning, Steven J; Fischer, Martin R; Huwendiek, Soren; Triola, Marc M

2016-09-01

The medical education community is working-across disciplines and across the continuum-to address the current challenges facing the medical education system and to implement strategies to improve educational outcomes. Educational technology offers the promise of addressing these important challenges in ways not previously possible. The authors propose a role for virtual patients (VPs), which they define as multimedia, screen-based interactive patient scenarios. They believe VPs offer capabilities and benefits particularly well suited to addressing the challenges facing medical education. Well-designed, interactive VP-based learning activities can promote the deep learning that is needed to handle the rapid growth in medical knowledge. Clinically oriented learning from VPs can capture intrinsic motivation and promote mastery learning. VPs can also enhance trainees' application of foundational knowledge to promote the development of clinical reasoning, the foundation of medical practice. Although not the entire solution, VPs can support competency-based education. The data created by the use of VPs can serve as the basis for multi-institutional research that will enable the medical education community both to better understand the effectiveness of educational interventions and to measure progress toward an improved system of medical education.

Uses of Technology in Community Colleges: A Resource Book for Community College Teachers and Administrators.

ERIC Educational Resources Information Center

Gooler, Dennis D., Ed.

This resource guide for community college teachers and administrators focuses on hardware and software. The following are discussed: (1) individual technologies--computer-assisted instruction, audio tape, films, filmstrips/slides, dial access, programmed instruction, learning activity packages, video cassettes, cable TV, independent learning labs,…

Developing leadership practices in hospital-based nurse educators in an online learning community.

PubMed

Stutsky, Brenda J; Spence Laschinger, Heather K

2014-01-01

Hospital-based nurse educators are in a prime position to mentor future nurse leaders; however, they need to first develop their own leadership practices. The goal was to establish a learning community where hospital-based nurse educators could develop their own nursing leadership practices within an online environment that included teaching, cognitive, and social presence. Using a pretest/posttest-only nonexperimental design, 35 nurse educators from three Canadian provinces engaged in a 12-week online learning community via a wiki where they learned about exemplary leadership practices and then shared stories about their own leadership practices. Nurse educators significantly increased their own perceived leadership practices after participation in the online community, and teaching, cognitive, and social presence was determined to be present in the online community. It was concluded that leadership development can be enhanced in an online learning community using a structured curriculum, multimedia presentations, and the sharing and analysis of leadership stories. Educators who participated should now be better equipped to role model exemplary leadership practices and mentor our nurse leaders of the future.

Mandatory Community-Based Learning in U.S. Urban High Schools: Fair Equality of Opportunity?

ERIC Educational Resources Information Center

Bennett, Jeffrey V.; Alsbury, Thomas L.; Fan, Jingjing

2016-01-01

This study explores participant experiences at two contrasting high schools in a large, urban school district in crisis who implemented mandatory community-based learning (CBL) (e.g. community service, work-based internships) as a policy of reform. Rawls' theory of justice as fairness is used to examine capacity of the district formal policy to…

Adaptable Web Modules to Stimulate Active Learning in Engineering Hydrology using Data and Model Simulations of Three Regional Hydrologic Systems

NASA Astrophysics Data System (ADS)

Habib, E. H.; Tarboton, D. G.; Lall, U.; Bodin, M.; Rahill-Marier, B.; Chimmula, S.; Meselhe, E. A.; Ali, A.; Williams, D.; Ma, Y.

2013-12-01

The hydrologic community has long recognized the need for broad reform in hydrologic education. A paradigm shift is critically sought in undergraduate hydrology and water resource education by adopting context-rich, student-centered, and active learning strategies. Hydrologists currently deal with intricate issues rooted in complex natural ecosystems containing a multitude of interconnected processes. Advances in the multi-disciplinary field include observational settings such as Critical Zone and Water, Sustainability and Climate Observatories, Hydrologic Information Systems, instrumentation and modeling methods. These research advances theory and practices call for similar efforts and improvements in hydrologic education. The typical, text-book based approach in hydrologic education has focused on specific applications and/or unit processes associated with the hydrologic cycle with idealizations, rather than the contextual relations in the physical processes and the spatial and temporal dynamics connecting climate and ecosystems. An appreciation of the natural variability of these processes will lead to graduates with the ability to develop independent learning skills and understanding. This appreciation cannot be gained in curricula where field components such as observational and experimental data are deficient. These types of data are also critical when using simulation models to create environments that support this type of learning. Additional sources of observations in conjunction with models and field data are key to students understanding of the challenges associated with using models to represent such complex systems. Recent advances in scientific visualization and web-based technologies provide new opportunities for the development of active learning techniques utilizing ongoing research. The overall goal of the current study is to develop visual, case-based, data and simulation driven learning experiences to instructors and students through a web server-based system. Open source web technologies and community-based tools are used to facilitate wide dissemination and adaptation by diverse, independent institutions. The new hydrologic learning modules are based on recent developments in hydrologic modeling, data, and resources. The modules are embedded in three regional-scale ecosystems, Coastal Louisiana, Florida Everglades, and Utah Great Salt Lake Basin. These sites provide a wealth of hydrologic concepts and scenarios that can be used in most water resource and hydrology curricula. The study develops several learning modules based on the three hydro-systems covering subjects such as: water-budget analysis, effects of human and natural changes, climate-hydrology teleconnections, and water-resource management scenarios. The new developments include an instructional interface to give critical guidance and support to the learner and an instructor's guide containing adaptation and implementation procedures to assist instructors in adopting and integrating the material into courses and provide a consistent experience. The design of the new hydrologic education developments will be transferable to independent institutions and adaptable both instructionally and technically through a server system capable of supporting additional developments by the educational community.

Learning to Inhabit the Forest: Autonomy and Interdependence of Lives from a Mbya-Guarani Perspective.

PubMed

Remorini, Carolina

2015-01-01

This chapter examines the ideas of reciprocity, respect, autonomy, and interdependence of lives and the impact of these on children's learning. Using an ecological perspective that recognizes humans' relationship with other living beings that inhabit the forest, this chapter is based on ethnographic research conducted in two Mbya-Guarani communities (Argentina). Respect and reciprocity are key for children to develop as part of the community and the forest and they are related to children's well-being and health. I describe Mbya perspectives on children's growth and development, emphasizing the balance between interdependence and autonomy as complementary goals and values, providing examples of environmentally relevant skills to grow up in the forest. These skills are associated with particular ways of inhabiting the forest, including learning how to walk in it and developing entendimiento (understanding). These make possible children's integration in community life through their participation and collaboration in daily activities. I attempt to articulate these ideas with the theoretical framework of Learning by Observing and Pitching In, especially concerning ways of organizing and supporting children's learning processes in the context of their engagement with multiaged and more experienced group of people. © 2015 Elsevier Inc. All rights reserved.

Using Culturally Relevant Teaching in a Co-Educational Mathematics Class of a Patriarchal Community

ERIC Educational Resources Information Center

Mogari, David

2017-01-01

The paper reports on the use of culturally relevant teaching in a class located in a patriarchal community. The paper is conceptualised around the notion that learners' familiar context provided by the socio-cultural activities can facilitate mathematics learning and make it fun to learn. Data were derived from a lesson activity using…

Exploring Teachers' Beliefs about Teacher Learning in Professional Learning Communities and Their Influence on Collegial Activities in Two Departments

ERIC Educational Resources Information Center

Tam, Angela Choi Fung

2015-01-01

Factors leading to successful professional learning communities (PLCs) have been widely discussed in the West, but little is known about how/whether teachers' beliefs contribute to PLCs in the Chinese context. This qualitative case study aimed to investigate teachers' beliefs about teacher learning in PLCs and their influence on collegial learning…

The development of a network for community-based obesity prevention: the CO-OPS Collaboration

PubMed Central

2011-01-01

Background Community-based interventions are a promising approach and an important component of a comprehensive response to obesity. In this paper we describe the Collaboration of COmmunity-based Obesity Prevention Sites (CO-OPS Collaboration) in Australia as an example of a collaborative network to enhance the quality and quantity of obesity prevention action at the community level. The core aims of the CO-OPS Collaboration are to: identify and analyse the lessons learned from a range of community-based initiatives aimed at tackling obesity, and; to identify the elements that make community-based obesity prevention initiatives successful and share the knowledge gained with other communities. Methods Key activities of the collaboration to date have included the development of a set of Best Practice Principles and knowledge translation and exchange activities to promote the application (or use) of evidence, evaluation and analysis in practice. Results The establishment of the CO-OPS Collaboration is a significant step toward strengthening action in this area, by bringing together research, practice and policy expertise to promote best practice, high quality evaluation and knowledge translation and exchange. Future development of the network should include facilitation of further evidence generation and translation drawing from process, impact and outcome evaluation of existing community-based interventions. Conclusions The lessons presented in this paper may help other networks like CO-OPS as they emerge around the globe. It is important that networks integrate with each other and share the experience of creating these networks. PMID:21349185

Now for the Science Bit: Implementing Community-Based Learning in Chemistry

ERIC Educational Resources Information Center

McDonnell, Claire; Ennis, Patricia; Shoemaker, Leslie

2011-01-01

Purpose: The purpose of this paper is to contribute to the understanding of student learning from community engagement by critically assessing the implementation of this pedagogical approach in the context of teaching and learning chemistry and also evaluating the role of personal development in student-community engagement.…

Learning Networks--Enabling Change through Community Action Research

ERIC Educational Resources Information Center

Bleach, Josephine

2016-01-01

Learning networks are a critical element of ethos of the community action research approach taken by the Early Learning Initiative at the National College of Ireland, a community-based educational initiative in the Dublin Docklands. Key criteria for networking, whether at local, national or international level, are the individual's and…

Layered Learning, Eustress, and Support: Impact of a Pre-Service-Learning Training on Students' Self-Efficacy in Teaching in the Community

ERIC Educational Resources Information Center

Cooke, Natalie K.; Pursifull, Anne K.; Jones, Kerry M.; Goodell, L. Suzanne

2017-01-01

Service-learning programs provide students with opportunities to gain discipline-specific skills, while providing community organizations with a steady pool of volunteers. However, because students may lack the skills needed to effectively serve the community, skills-based training may need to be incorporated into service-learning courses.…

21st Century Community Learning Centers: Providing Afterschool and Summer Learning Support to Communities Nationwide

ERIC Educational Resources Information Center

Afterschool Alliance, 2014

2014-01-01

The 21st Century Community Learning Centers (21st CCLC) initiative is the only federal funding source dedicated exclusively to before-school, afterschool, and summer learning programs. Each state education agency receives funds based on its share of Title I funding for low-income students at high-poverty, low performing schools. Funds are also…

Learning to Teach Online: Promoting Success through Professional Development

ERIC Educational Resources Information Center

Hinson, Janice M.; LaPrairie, Kimberely N.

2005-01-01

The study reported in this paper examined the types of professional-development activities, support systems, and organizational structures necessary for community college faculty to make transitions from traditional teaching to Web-based teaching. Results indicate that (a) instructional change can by initiated through sustained professional…

Thinking Inside the Box

ERIC Educational Resources Information Center

Golding, Barry

2011-01-01

The "men's sheds" movement is a grassroots phenomenon that has engaged and inspired men from communities across Australia in hands-on, workshop-based social activity. This article seeks to "unwrap" one of several forms of learning that have been found to be enthusiastically embraced by older men previously thought of, almost…

Katimavik Participant's Manual, Book IX, Active Leisure = Katimavik manuel du participant, cahier IX, loisirs actifs.

ERIC Educational Resources Information Center

Crelinsten, Michael, Ed.

The bilingual student manual, devoted to the active leisure learning activity portion of Katimavik (the nine-month volunteer community service and experiential learning program for 17 to 21 year old Canadians) contains sections on learning program objectives and trimester guidelines; optional activities; resume recordkeeping; general information…

Improving Problem-Based Learning in Creative Communities through Effective Group Evaluation

ERIC Educational Resources Information Center

West, Richard E.; Williams, Greg; Williams, David

2013-01-01

In this case study, we researched one cohort from the Center for Animation, a higher education teaching environment that has successfully fostered group creativity and learning outcomes through problem-based learning. Through live and videotaped observations of the interactions of this community over 18 months, in addition to focused interviews…

Consortial Collaboration and the Creation of an Assessment Instrument for Community-Based Learning

ERIC Educational Resources Information Center

Murphy, Margueritte S.; Flowers, Kathleen S.

2017-01-01

This article describes the development of the Community-Based Learning (CBL) Scorecard by a grant-funded consortium of liberal arts institutions. The aim of the scorecard was to promote assessment that improves student learning with an instrument that employs a quantitative scale, allowing for benchmarking across institutions. Extensive interviews…

Elements for Successful Collaboration between K-8 School, Community Agency, and University Partners: The Lead Peace Partnership

ERIC Educational Resources Information Center

Bosma, Linda M.; Sieving, Renee E.; Ericson, Annie; Russ, Pamela; Cavender, Laura; Bonine, Mark

2010-01-01

Background: Researchers, schools, and community organizations are increasingly interested in forming partnerships to improve health and learning outcomes for adolescents. School-based service learning programs with young adolescents have been shown to improve students' health and educational outcomes. Quality school-based service learning practice…

Promoting higher order thinking skills using inquiry-based learning

NASA Astrophysics Data System (ADS)

Madhuri, G. V.; S. S. N Kantamreddi, V.; Goteti, L. N. S. Prakash

2012-05-01

Active learning pedagogies play an important role in enhancing higher order cognitive skills among the student community. In this work, a laboratory course for first year engineering chemistry is designed and executed using an inquiry-based learning pedagogical approach. The goal of this module is to promote higher order thinking skills in chemistry. Laboratory exercises are designed based on Bloom's taxonomy and a just-in-time facilitation approach is used. A pre-laboratory discussion outlining the theory of the experiment and its relevance is carried out to enable the students to analyse real-life problems. The performance of the students is assessed based on their ability to perform the experiment, design new experiments and correlate practical utility of the course module with real life. The novelty of the present approach lies in the fact that the learning outcomes of the existing experiments are achieved through establishing a relationship with real-world problems.

Teaching, Learning, and Leading with Schools and Communities: Preparing Sophisticated and Resilient Elementary STEM Educators

ERIC Educational Resources Information Center

Smetana, Lara K.; Coleman, Elizabeth R.; Ryan, Ann Marie; Tocci, Charles

2013-01-01

Loyola University Chicago's Teaching, Learning, and Leading With Schools and Communities (TLLSC) program is an ambitious break from traditional university-based teacher preparation models. This clinically based initial teacher preparation program, fully embedded in local schools and community organizations, takes an ecological perspective on the…

45 CFR 2517.200 - How may grant funds be used?

Code of Federal Regulations, 2010 CFR

2010-10-01

... COMMUNITY SERVICE COMMUNITY-BASED SERVICE-LEARNING PROGRAMS Use of Grant Funds § 2517.200 How may grant funds be used? Funds under a community-based Learn and Serve grant may be used for the purposes... environmental service by participants, who must be school-age youth; and (2) To provide training and technical...

45 CFR 2517.200 - How may grant funds be used?

Code of Federal Regulations, 2011 CFR

2011-10-01

... COMMUNITY SERVICE COMMUNITY-BASED SERVICE-LEARNING PROGRAMS Use of Grant Funds § 2517.200 How may grant funds be used? Funds under a community-based Learn and Serve grant may be used for the purposes... environmental service by participants, who must be school-age youth; and (2) To provide training and technical...

Community-Based Learning to Support South African Early Group Care

ERIC Educational Resources Information Center

Casper, Virginia; Lamb-Parker, Faith

2012-01-01

The Developing Families Project-South Africa (DFP-SA) is a community-based model of education and training for the care, support and education of vulnerable children birth-to-three and their caregivers, guardians and families in rural and peri-urban townships. The approach fosters interactive learning among community members about early care and…

After School or More School?: The Changing Role of Community-Based Organization Leaders in 21st Century Community Learning Centers

ERIC Educational Resources Information Center

Siaca Curry, Jennifer

2014-01-01

Policymakers are increasingly turning to expanded learning time (ELT) as a strategy for improving student achievement. This trend is impacting community-based organizations' (CBOs) work in schools, pushing them to focus more on academics and engage with schools in new ways. Most notably, grantees of the federal 21st Century Community Learning…

Addressing Core Competencies Through Hospital Quality Improvement Activities: Attitudes and Engagement

PubMed Central

Lipstein, Ellen A; Kronman, Matthew P; Richmond, Camilla; White, Kristin Nyweide; Shugerman, Richard P; McPhillips, Heather A

2011-01-01

Background Hospital quality improvement initiatives are becoming increasingly common. Little is known about the influence of these initiatives on resident learning and attitudes. Our objective was to assess whether training in a hospital committed to involving residents in hospital-initiated, continuous quality improvement (CQI), and to participation in such activities, would influence residents' attitudes toward CQI and engagement in the hospital community. Methods We surveyed Seattle Children's Hospital pediatric residents, from residency graduation years 2002–2009. We included questions about participation in quality improvement activities during residency and measures of attitude toward CQI and of workplace engagement. We used descriptive statistics to assess trends in resident participation in hospital CQI activities, attitudes toward CQI and workplace engagement. Results The overall response rate was 84% (162 of 194). Among graduated residents, there was a significant trend toward increased participation in CQI activities (P  =  .03). We found no difference in attitude toward CQI between those who had and those who had not participated in such activities nor between residents who began training before and those who began after the hospital formally committed to CQI. Sixty-three percent of residents (25 of 40) who participated in CQI activities were engaged in the hospital community compared with 53% (57 of 107) who did not participate in CQI activities (P  =  .21). Conclusions Training in a hospital committed to involving residents in CQI was associated with a high rate of participation in CQI activities. Although such training and participation in CQI were not associated with resident attitudes toward CQI or hospital engagement, it may allow residents to learn skills for practice-based learning and improvement and systems-based practice. PMID:22942955

Going Domestic: Importing the Study Abroad Experience. The Development of a Multicultural New York City Study Away Program.

PubMed

Lane, Susan Hayes; Huffman, Carolyn; Brackney, Dana E; Cuddy, Alyssa

2017-07-01

Significant off-campus domestic study away experiences have been shown to be a transformative active learning environment for students and achieve similar learning outcomes as study abroad programs. This manuscript describes the conception, development, and pedagogical approach of a faculty-led domestic study away experience in New York City for pre-licensure and post-licensure nursing students as an active learning strategy for developing cultural competence. Students participated in service-learning activities that illuminated the realities and challenges persons from other cultures face as they interact with health care in a culture that is not their own. In partnership with New York Cares©, students were immersed in well-established ongoing sustainable community-based projects. These experiences fostered reflective conversations between community members, student participants, and faculty regarding social factors, cultural issues and needs, and global issues and trends. Through the New York study away program, students were able to broaden their perspectives about social factors and culture beyond geographic or ethnic boundaries and apply these service experiences to their nursing practice. Study away programs are an excellent strategy for nursing educators to prepare students for care of multicultural populations and for proficiency in cultural competency within the globalization of the United States. © 2016 Wiley Periodicals, Inc.

Community Agency Voice and Benefit in Service-Learning

ERIC Educational Resources Information Center

Miron, Devi; Moely, Barbara E.

2006-01-01

Supervisors from 40 community agencies working with a university-based service-learning program were interviewed regarding the extent of their input in service-learning program planning and implementation "(Agency Voice), Interpersonal Relations" with service-learning students, "Perceived Benefit" of the service-learning…

Climate Change Education in the U.S. Affiliated Pacific Islands

NASA Astrophysics Data System (ADS)

Sussman, A.; Fletcher, C. H.; Sachs, J. P.

2013-12-01

The Pacific Islands Climate Education Partnership (PCEP) serves the U.S. Affiliated Pacific Island (USAPI) Region. The international entities served by PCEP are the state of Hawai';i (USA); three Freely Associated States (the Federated States of Micronesia, the Republic of the Marshall Islands, and the Republic of Palau), and three Territories (Guam, Commonwealth of Northern Mariana Islands, and American Samoa). These Pacific Islands spread across 4.9 million square miles and include diverse indigenous cultures and languages. Many USAPI students live considerably below the poverty line. The Pacific Island region is projected to experience some of the most profound negative impacts considerably sooner than other regions. Funded by NSF, the PCEP aims to educate the region's students and citizens in ways that exemplify modern science and indigenous environmental knowledge, address the urgency of climate change impacts, and honor indigenous cultures. Students and citizens within the region will have the knowledge and skills to advance their and our understanding of climate change, and to adapt to its impacts. The PCEP Strategic Plan incorporates a range of interconnected strategic goals grouped into four priority education areas: Climate Education Framework --Implement a next-generation Climate Education Framework that focuses on the content and skills necessary for understanding the science of global and Pacific island climates, as well as the adaptation to climate impacts in the USAPI region. Indigenous Knowledge and Practices --Gather appropriate local indigenous knowledge based on the cultural stories and traditional practices related to environmental stewardship, climate, and local climate adaptation strategies. Learning and Teaching--Enhance conditions for learning about climate change in K-14 classrooms with the CEF through college-based, credentialed climate education programs; professional learning opportunities for teachers; and increased teacher implementation of locally-relevant climate science and adaptation curricula. Community-School Partnership --Connect schools (K-14) and community climate adaptation partners through locally relevant projects to implement effective and sustainable climate education. Explore and build awareness of resources that the community, colleges, and K-12 schools have to offer each other, and initiate partnering activities to support project-based learning activities. Current PCEP activities include: revising state and national science education standards to better incorporate climate change; contextualizing curricula to wide variety of climate and education contexts; gathering local indigenous knowledge and practices related to climate education and adaptation; providing professional development appropriate to these very diverse locations; supporting local professional learning communities in each international location; and developing a regional climate education certificate program. A key PCEP challenge is to maintain a coherent regional identity while contextualizing education activities to very diverse locations. PCEP staff have a high priority to learn, share and communicate across these locations, and to broadly benefit from lessons learned in each of the locations. Another strong connector is the overlap in climate changes, impacts and adaptation strategies across this international region.

Pharmacy students' attitudes towards physician-pharmacist collaboration: Intervention effect of integrating cooperative learning into an interprofessional team-based community service.

PubMed

Wang, Jun; Hu, Xiamin; Liu, Juan; Li, Lei

2016-09-01

The aim of this study was to evaluate the attitudes towards physician-pharmacist collaboration among pharmacy students in order to develop an interprofessional education (IPE) opportunity through integrating cooperative learning (CL) into a team-based student-supported community service event. The study also aimed to assess the change in students' attitudes towards interprofessional collaboration after participation in the event. A bilingual version of the Scale of Attitudes Toward Physician-Pharmacist Collaboration (SATP(2)C) in English and Chinese was completed by pharmacy students enrolled in Wuhan University of Science and Technology, China. Sixty-four students (32 pharmacy students and 32 medical students) in the third year of their degree volunteered to participate in the IPE opportunity for community-based diabetes and hypertension self-management education. We found the mean score of SATP(2)C among 235 Chinese pharmacy students was 51.44. Cronbach's alpha coefficient was 0.90. Our key finding was a significant increase in positive attitudes towards interprofessional collaboration after participation in the IPE activity. These data suggest that there is an opportunity to deliver IPE in Chinese pharmacy education. It appears that the integration of CL into an interprofessional team-based community service offers a useful approach for IPE.

Taking a Step to Identify How to Create Professional Learning Communities--Report of a Case Study of a Korean Public High School on How to Create and Sustain a School-Based Teacher Professional Learning Community

ERIC Educational Resources Information Center

Ahn, Joonkil

2017-01-01

This study intends to identify some key factors in creating and sustaining school-based teacher professional learning communities (PLCs) through a case study of a South Korean public high school. To achieve this, the study identified some essential infrastructure, preparation, and necessary social organization for creating PLCs. The ideal unit and…

45 CFR 2516.410 - What must a community-based entity include in an application for a grant?

Code of Federal Regulations, 2011 CFR

2011-10-01

... protect the rights of those employees; (3) Develop an age-appropriate learning component for participants... (Continued) CORPORATION FOR NATIONAL AND COMMUNITY SERVICE SCHOOL-BASED SERVICE-LEARNING PROGRAMS Application...

45 CFR 2516.410 - What must a community-based entity include in an application for a grant?

Code of Federal Regulations, 2010 CFR

2010-10-01

... protect the rights of those employees; (3) Develop an age-appropriate learning component for participants... (Continued) CORPORATION FOR NATIONAL AND COMMUNITY SERVICE SCHOOL-BASED SERVICE-LEARNING PROGRAMS Application...

Developing Schools as Professional Learning Communities: The TL21 Experience

ERIC Educational Resources Information Center

Malone, Anthony; Smith, Gregory

2010-01-01

Over the last 2 decades, Irish schooling and society have gone through a period of significant structural and policy-driven change. To meet the emerging needs of the knowledge/learning society, schools and teachers are challenged to develop their capacities as "active learning communities". This places greater demands on teachers and…

The Immortal Life of Henrietta Lacks: Using a Common Read to Transform a Learning Community

ERIC Educational Resources Information Center

Virtue, Emily; Wells, Gayle; MacKusick, Carol; Murphy-Nugen, Amy; Rose, Amy

2018-01-01

First-year seminars and learning communities (LC) have been used to help increase retention, provide continuity, and support students as they transition to the university setting. Another high impact educational practice--common intellectual experiences (CIE)--includes student activities centered on a theme to help facilitate learning, increase…

Component Exchange Community: A Model of Utilizing Research Components to Foster International Collaboration

ERIC Educational Resources Information Center

Deng, Yi-Chan; Lin, Taiyu; Kinshuk; Chan, Tak-Wai

2006-01-01

"One-to-one" technology enhanced learning research refers to the design and investigation of learning environments and learning activities where every learner is equipped with at least one portable computing device enabled by wireless capability. G1:1 is an international research community coordinated by a network of laboratories conducting…

Effects of Learning Design Patterns in Service Learning Courses

ERIC Educational Resources Information Center

Gerholz, Karl-Heinz; Liszt, Verena; Klingsieck, Katrin B.

2018-01-01

Students participate during service learning courses in a service project, which fits to a community need and has a link to curricular content. Students have a chance while engaged in the service project to apply curricular content in community practice, where they gain insights into civic engagement activities. Empirical studies revealed the…

Policy learning for flood mitigation: a longitudinal assessment of the community rating system in Florida.

PubMed

Brody, Samuel D; Zahran, Sammy; Highfield, Wesley E; Bernhardt, Sarah P; Vedlitz, Arnold

2009-06-01

Floods continue to inflict the most damage upon human communities among all natural hazards in the United States. Because localized flooding tends to be spatially repetitive over time, local decisionmakers often have an opportunity to learn from previous events and make proactive policy adjustments to reduce the adverse effects of a subsequent storm. Despite the importance of understanding the degree to which local jurisdictions learn from flood risks and under what circumstances, little if any empirical, longitudinal research has been conducted along these lines. This article addresses the research gap by examining the change in local flood mitigation policies in Florida from 1999 to 2005. We track 18 different mitigation activities organized into four series of activities under the Federal Emergency Management Agency's (FEMA) Community Rating System (CRS) for every local jurisdiction in Florida participating in the FEMA program on a yearly time step. We then identify the major factors contributing to policy changes based on CRS scores over the seven-year study period. Using multivariate statistical models to analyze both natural and social science data, we isolate the effects of several variables categorized into the following groups: hydrologic conditions, flood disaster history, socioeconomic and human capital controls. Results indicate that local jurisdictions do in fact learn from histories of flood risk and this process is expedited under specific conditions.

Experience API: Flexible, Decentralized and Activity-Centric Data Collection

ERIC Educational Resources Information Center

Kevan, Jonathan M.; Ryan, Paul R.

2016-01-01

This emerging technology report describes the Experience API (xAPI), a new e-learning specification designed to support the learning community in standardizing and collecting both formal and informal distributed learning activities. Informed by Activity Theory, a framework aligned with constructivism, data is collected in the form of activity…

Writing-to-Learn Activities to Provoke Deeper Learning in Calculus

ERIC Educational Resources Information Center

Jaafar, Reem

2016-01-01

For students with little experience in mathematical thinking and conceptualization, writing-to-learn activities (WTL) can be particularly effective in promoting discovery and understanding. For community college students embarking on a first calculus course in particular, writing activities can help facilitate the transition from an "apply…

Voicing the Challenges Faced by an Innovative Teacher Community

ERIC Educational Resources Information Center

Moate, Josephine

2011-01-01

This research draws on sociocultural theories of learning and activity theory to explore the challenges faced by an innovative community of teachers in Central Finland. The aim of the teacher community was to develop a stream of foreign-language (FL)-mediated teaching and learning in the locality from kindergarten to upper secondary level. To…

The Esther Madriz Diversity Scholars: A Case Study of Critical Consciousness Development within a Living-Learning Community

ERIC Educational Resources Information Center

Sears, Stephanie D.; Tu, Dawn Lee

2017-01-01

Living-Learning Communities (LLCs) develop and strengthen students' persistence by providing a greater sense of community, opportunities for co-curricular activities, and socially engaging and academically supportive peer environments (Shapiro & Levine, 1999). While researchers have affirmed the rationale, impact, and efficacy of LLCs, very…

Engaging Citizens In Discussions of Coastal Climate ChangeTwo examples of place-based research that engaged community members will be presented. Lessons learned in how to engage community members and working with high school students and hands-on learning across generations can provide insights into social and ecosystem change will be shared.

NASA Astrophysics Data System (ADS)

Kruger, L. E.; Johnson, A. C.

2017-12-01

By engaging community members as research partners, people become not just the subject of the story, they become storytellers as well. Participatory community-based research that engages community residents in gathering and sharing their lived experiences is instrumental in connecting people to each other and their forests and forest science and helpful when confronted by change. Two examples of place-based research that engaged community members as researchers will be presented. What factors led to collaborative outcomes that integrated citizen-informed knowledge with scientific knowledge? What lessons were learned in how best to engage community members? How did working with high school students draw even hesitant members of the community to participate? By strengthening bonds between students and their communities, both natural and social environments, we can provide young people with opportunities to better understand how they fit into the greater community and their natural environment. Hands-on learning that explores experiences in nature across generations can benefit communities, especially youth, and can provide insights into social and ecosystem change.

Drawing from Freirian empowerment methods to develop and use innovative learning maps: increasing enrollment of uninsured children on Detroit's eastside.

PubMed

Lopez, Ellen D S; Lichtenstein, Richard; Lewis, Alonzo; Banaszak-Holl, Jane; Lewis, Cheryl; Johnson, Penni; Riley, Scherry; Baum, Nancy M

2007-04-01

In 2001, virtually every child on Detroit's eastside was eligible for health coverage, yet approximately 3,000 children remained uninsured. The primary aim of the Eastside Access Partnership (EAP), a community-based participatory research collaboration, was to increase enrollment of uninsured children in state programs. To achieve this aim, one of the approaches that EAP is using is the innovative Learning Map titled Choosing the Healthy Path, which was developed in collaboration with Root Learning, Inc. Although Learning Maps were originally developed to assist corporations in implementing strategic change, their integration of visualization and interactive dialogue incorporates Freirian principles of empowerment education, making them a viable option for providing meaningful learning opportunities for community residents. This article presents the collaborative process involving the University of Michigan, local community-based organizations, community members, and Root Learning consultants to develop a visual map that enables community residents to understand and overcome the barriers that prevent them from obtaining health insurance for their children.

Towards Contextual Experimentation: Creating a Faculty Learning Community to Cultivate Writing-to-Learn Practices

ERIC Educational Resources Information Center

Chang, Mary K.; Rao, Kavita; Stewart, Maria L.; Farley, Cynthia A.; Li, Katherine

2016-01-01

In order to explore ways to integrate new pedagogical practices, five faculty members created an informal faculty learning community focused on writing-to-learn practices, an inquiry and process-based writing pedagogy. The faculty members learned the writing-to-learn practices together, periodically met to discuss how they implemented the…

Constructs for Web 2.0 Learning Environments: A Theatrical Metaphor

ERIC Educational Resources Information Center

Tu, Chih-Hsiung; Blocher, Michael; Roberts, Gayle

2008-01-01

Web 2.0 technologies empower learners to create personalized and community-based collaborative environments. Social networking technology affords learners to weave their human networks through active connections to understand what we know and we want to know. Social acts that bring out identities, awareness, relationships, connections, and…

A Thematic Instruction Approach to Teaching Technology and Engineering

ERIC Educational Resources Information Center

Moyer, Courtney D.

2016-01-01

Thematic instruction offers flexible opportunities to engage students with real-world experiences in the technology and engineering community. Whether used in a broad unifying theme or specific project-based theme, research has proven that thematic instruction has the capacity to link cross-curricular subjects, facilitate active learning, and…

Indian River County Environmental Education Instructional Guide. Social Studies, Grade Nine.

ERIC Educational Resources Information Center

Florida State Dept. of Education, Tallahassee.

The teaching guide presents social studies activities to help ninth graders learn about environmental concepts, problems, and responsibilities. Based on the Indian River County environment in Florida, it is part of a series for teachers, students, and community members. The introduction describes the county's geography, natural resources,…

Indian River County Environmental Education Instructional Guide. Social Studies, Eighth Grade.

ERIC Educational Resources Information Center

Florida State Dept. of Education, Tallahassee.

The teaching guide presents social studies activities for eighth graders to learn about environmental concepts, problems, and responsibilities. Part of a series for teachers, students, and community members, it is based on the Indian River County environment in Florida. The introduction identifies the county's natural resources, wildlife, and…

Home-Grown Citizens

ERIC Educational Resources Information Center

Anderson, Sarah; Gurnee, Anne

2016-01-01

While the purpose of K-12 education is largely to train students for college and career, free education in a democratic society has another purpose: to prepare citizens to rule themselves. In this article, Anderson and Gurnee explain how place-based learning equips students to be active citizens in their communities. In this model, school localize…

Utilizing Online Learning Communities in Student Affairs

ERIC Educational Resources Information Center

Calhoun, Daniel W.; Green, Lucy Santos

2015-01-01

In this chapter, the authors will expand upon the definition of learning communities, discussing the ways in which this concept has changed and adapted through the incorporation/infusion of web-based technologies. In addition, strategies on how to create and use online learning communities both with students and for professional practice will be…

An Online Learning Community for Beginning In-Service Teachers

ERIC Educational Resources Information Center

Taranto, Gregory A.

2011-01-01

The purpose of this study was to design, implement, and evaluate the effectiveness of incorporating an online learning community as part of a comprehensive new teacher induction program. First, the researcher created an online learning community model based on the results of a comprehensive review of literature and from the previous year's…

Physical Activity Measurements: Lessons Learned from the Pathways Study

PubMed Central

Going, Scott B.

2015-01-01

High obesity rates in American Indian children led to Pathways, a randomized school and community-based childhood prevention study. Seven tribes, five universities, the NIH/NHLBI, and four elementary schools partnered. Increasing physical activity (PA) was an important intervention target. PA assessment was based on study objectives, feasibility, and tribal acceptance. A time-segmented analysis was also desired. Two methods were developed during pilot testing, a new PA questionnaire and accelerometry. Together, the methods provided qualitative and quantitative information and showed 3 of 4 sites were able to increase average daily PA, although overall the control versus intervention difference was not significant. The main limitation was inability to distinguish PA among individuals. Accelerometer size and some community concerns led to a protocol based on a single day of wearing time. Newer model triaxial accelerometers which are much smaller and allow sampling of multiple days of activity are recommended for future studies. PMID:20689391

Recruitment strategies and costs for a community-based physical activity program.

PubMed

Peck, Lara E; Sharpe, Patricia A; Burroughs, Ericka L; Granner, Michelle L

2008-04-01

A community-based participatory research project using social marketing strategies was implemented to promote physical activity among women aged 35 to 54 who were insufficiently active or completely inactive. A variety of media were used to disseminate messages about how to enroll in Step Up. Step Out! This article describes the effectiveness and cost of the recruitment strategies and lessons learned in recruiting the women. Of the total inquiries (n = 691), 430 women were eligible and enrolled in the program. Based on data from questionnaires, the most effective method of recruiting women into Step Up. Step Out! was word of mouth (36%). Newspaper ads accounted for 29% of the women's responses. The least effective method was billboards. Mass media was not as effective in recruiting women for the program as interpersonal efforts such as word of mouth. Interpersonal efforts are a valuable and possibly underrated recruitment and promotion tool.

A school-based intervention to promote physical activity among adolescent girls: Rationale, design, and baseline data from the Girls in Sport group randomised controlled trial

PubMed Central

2011-01-01

Background Physical activity levels decline markedly among girls during adolescence. School-based interventions that are multi-component in nature, simultaneously targeting curricular, school environment and policy, and community links, are a promising approach for promoting physical activity. This report describes the rationale, design and baseline data from the Girls in Sport group randomised trial, which aims to prevent the decline in moderate-to-vigorous intensity physical activity (MVPA) among adolescent girls. Methods/Design A community-based participatory research approach and action learning framework are used with measurements at baseline and 18-month follow-up. Within each intervention school, a committee develops an action plan aimed at meeting the primary objective (preventing the decline in accelerometer-derived MVPA). Academic partners and the State Department of Education and Training act as critical friends. Control schools continue with their usual school programming. 24 schools were matched then randomized into intervention (n = 12) and control (n = 12) groups. A total of 1518 girls (771 intervention and 747 control) completed baseline assessments (86% response rate). Useable accelerometer data (≥10 hrs/day on at least 3 days) were obtained from 79% of this sample (n = 1199). Randomisation resulted in no differences between intervention and control groups on any of the outcomes. The mean age (SE) of the sample was 13.6 (± 0.02) years and they spent less than 5% of their waking hours in MVPA (4.85 ± 0.06). Discussion Girls in Sport will test the effectiveness of schools working towards the same goal, but developing individual, targeted interventions that bring about changes in curriculum, school environment and policy, and community links. By using community-based participatory research and an action learning framework in a secondary school setting, it aims to add to the body of literature on effective school-based interventions through promoting and sustaining increased physical activity participation among adolescent girls. Trial Registration Number Australia and New Zealand Clinical Trials Register (ANZCTR): ACTRN12610001077055 PMID:21854609

Differences in Active and Collaborative Learning by Race for Community College Developmental Writing Students

ERIC Educational Resources Information Center

Barhoum, Sim; Wood, J. Luke

2016-01-01

The purpose of this study was to determine whether or not there were significant differences in the self-reported frequency of active and collaborative learning by racial/ethnic affiliation between students who have completed a developmental writing course and those that plan to take one. Drawing upon data from the Community College Survey of…

Running to Achieve: Engaging Students in Literacy and Physical Activity through an After-School Learning Community

ERIC Educational Resources Information Center

Vanzandt, Christina

2011-01-01

The purpose of this participant-observation study is to describe rural, southern, 3rd-5th grade children's engagement in running and writing in an after-school learning community called "Running to Achieve." This study provides insights into links between physical activity and writing by using one to engage students in the other. Three…

Introducing "The Matrix Classroom" University Course Design That Facilitates Active and Situated Learning though Creating Two Temporary Communities of Practice

ERIC Educational Resources Information Center

Roberts, Emma; Sayer, Karen

2017-01-01

This paper illustrates a radical course design structured to create active and situated learning in which students participate in communities of practice within the classroom, replicating real-life work situations. This paper illustrates the approach through a People Management module, but the approach is also used across a range of disciplines…

From Community Gyms to Classrooms: A Framework for Values-Transfer in Schools

ERIC Educational Resources Information Center

Martinek, Tom; Lee, Okseon

2012-01-01

Although it is assumed that the values learned in physical activity-based youth programs can be applied in other areas of life, the transfer of values has not been widely explored. The purpose of this article is to address the transfer issue as it relates to physical activity programs and school cultures. The article begins with an overview of the…

Teaching Environmental Geochemistry as a Service-Learning Course (Invited)

NASA Astrophysics Data System (ADS)

Ku, T. C.

2010-12-01

Service-learning courses seek to broaden students’ understanding of class content through activities, which are, at the same time, of service to the community. At Wesleyan University, I have taught an Environmental Geochemistry and Laboratory course three times as a service-learning course. The course meets for two 80-minute lecture periods and one 3-hour lab period each week and class sizes have been 19-27 students. The lectures cover traditional geochemistry topics such as equilibrium thermodynamics, acid-base equilibria, oxidation-reduction reactions, and isotope geochemistry, while the lab periods focus on a semester-long environmental project in collaboration with a community organization. Problem sets and class exercises are chosen to demonstrate how theoretical concepts are applied to topics relevant to the service-learning project. The three service-learning projects and associated community partners were entitled 1) “An Initial Assessment of the North End Middletown Landfill as a Renewable Energy Sources” in collaboration with The Johan Center for Earth and Art, 2) “The Water and Sediment Geochemistry of Beseck Lake, CT: Implications for Cultural Eutrophication” in collaboration with the Beseck Lake Association, and 3) “Geochemistry and Hydrology of Jobs Pond, CT” with the Jobs Pond Water Quality Commission. Initial contact with the community partner was made through Wesleyan’s Center for Community Partnerships or through the Connecticut Department of Environmental Protection. At the start of each semester, the lead member(s) of the community organization present their environmental problem to the class. This initial meeting allows the students to hear about the problem from the community’s perspective. The faculty member collaborates with the community organization to design 5-8 mini-projects and the students are assigned group projects (2-5 students) through a ranking system. Throughout the semester each group works on their project, but several lab periods involve the entire class when the activity is beneficial to multiple groups or for educational purposes. For example, during lake projects, all students learn how to collect water column samples and piston and freeze sediment cores. The course culminates with a written report for each group and student oral presentations to the public usually held at an off-campus site and covered by the local media. The public presentations can be very successful and especially rewarding for the students, the faculty member, and the community organization. This type of service-learning class requires more faculty preparation time, additional funds or supplies, and a cooperative community organization. The result though, is that approximately one-third of the student evaluations specifically mentioned that the service-learning project was one of the most enjoyable or educational experiences of the course.

Distributed learning automata-based algorithm for community detection in complex networks

NASA Astrophysics Data System (ADS)

Khomami, Mohammad Mehdi Daliri; Rezvanian, Alireza; Meybodi, Mohammad Reza

2016-03-01

Community structure is an important and universal topological property of many complex networks such as social and information networks. The detection of communities of a network is a significant technique for understanding the structure and function of networks. In this paper, we propose an algorithm based on distributed learning automata for community detection (DLACD) in complex networks. In the proposed algorithm, each vertex of network is equipped with a learning automation. According to the cooperation among network of learning automata and updating action probabilities of each automaton, the algorithm interactively tries to identify high-density local communities. The performance of the proposed algorithm is investigated through a number of simulations on popular synthetic and real networks. Experimental results in comparison with popular community detection algorithms such as walk trap, Danon greedy optimization, Fuzzy community detection, Multi-resolution community detection and label propagation demonstrated the superiority of DLACD in terms of modularity, NMI, performance, min-max-cut and coverage.

A Successful Implementation Strategy to Support Adoption of Decision Making in Mental Health Services.

PubMed

MacDonald-Wilson, Kim L; Hutchison, Shari L; Karpov, Irina; Wittman, Paul; Deegan, Patricia E

2017-04-01

Individual involvement in treatment decisions with providers, often through the use of decision support aids, improves quality of care. This study investigates an implementation strategy to bring decision support to community mental health centers (CMHC). Fifty-two CMHCs implemented a decision support toolkit supported by a 12-month learning collaborative using the Breakthrough Series model. Participation in learning collaborative activities was high, indicating feasibility of the implementation model. Progress by staff in meeting process aims around utilization of components of the toolkit improved significantly over time (p < .0001). Survey responses by individuals in service corroborate successful implementation. Community-based providers were able to successfully implement decision support in mental health services as evidenced by improved process outcomes and sustained practices over 1 year through the structure of the learning collaborative model.

Undergraduate nursing students' perceptions of service-learning through a school-based community project.

PubMed

Bassi, Sherry

2011-01-01

Service-learning (SL) is an experiential teaching method that combines instruction with community service, with the aim of enriching students' academic learning, interpersonal skills and sense of responsibility while making meaningful contributions to the community. However, measuring outcomes of service-learning projects is difficult. This article reports on the perceptions of 18 third-year undergraduate nursing students who took part in a pilot service-learning project targeting tobacco use in a local elementary school. Faculty members evaluated the program's outcomes by engaging students in structured reflection on the program about its relevance to their future careers as practicing professionals, especially in community-based settings. The students' perceptions were elicited through three sets of reflective assignments following the project. Findings from the reflective assignments suggest that the pilot program was successful in enhancing the students' academic, social, and personal development while building a partnership between the school of nursing and key players in the community, including school-based nurses, teachers, administrators, families, and community leaders. The author suggests that service-learning projects can help nursing students accomplish key developmental tasks of the college years (such as building their competence, autonomy, and integrity), while helping impart the skills and values they will need as they graduate and seek professional nursing roles.

Teaching Community-Based Learning Course in Retailing Management

ERIC Educational Resources Information Center

Rhee, Eddie

2018-01-01

This study outlines the use of a community-based learning (CBL) applied to a Retailing Management course conducted in a 16-week semester in a private institution in the East Coast. The study addresses the case method of teaching and its potential weaknesses, and discusses experiential learning for a real-world application. It further addresses CBL…

Pivot Points: Direct Measures of the Content and Process of Community-Based Learning

ERIC Educational Resources Information Center

Wickersham, Carol; Westerberg, Charles; Jones, Karen; Cress, Margaret

2016-01-01

This research is an initial investigation into the ways community-based learning increase the cognitive skills central to the exercise of the sociological imagination. In addition to identifying a means to reveal that learning had occurred, we looked for evidence that the students were mastering sociological content, especially the concepts and…

A Community-Based Research Approach to Develop an Educational Web Portal

ERIC Educational Resources Information Center

Preiser-Houy, Lara; Navarrete, Carlos J.

2011-01-01

Service-learning projects are becoming more prevalent in Information Systems education. This study explores the use of community-based research, a special kind of a service-learning strategy, in an Information Systems web development course. The paper presents a case study of a service-learning project to develop an educational web portal for a…

The Effects of an Experiential Service-Learning Project on Residential Interior Design Students' Attitudes toward Design and Community

ERIC Educational Resources Information Center

Gomez-Lanier, Lilia

2016-01-01

This mixed research methods study explores whether project-based service-learning projects promote greater learning than standard project-based projects and whether introduced earlier into the curriculum promotes a greater student understanding of the world issues affecting their community. The present study focused on comparing sophomore and…

Design Principles of an Open Agent Architecture for Web-Based Learning Community.

ERIC Educational Resources Information Center

Jin, Qun; Ma, Jianhua; Huang, Runhe; Shih, Timothy K.

A Web-based learning community involves much more than putting learning materials into a Web site. It can be seen as a complex virtual organization involved with people, facilities, and cyber-environment. Tremendous work and manpower for maintaining, upgrading, and managing facilities and the cyber-environment are required. There is presented an…

Stakeholder views of rural community-based medical education: a narrative review of the international literature.

PubMed

Somporn, Praphun; Ash, Julie; Walters, Lucie

2018-03-30

Rural community-based medical education (RCBME), in which medical student learning activities take place within a rural community, requires students, clinical teachers, patients, community members and representatives of health and government sectors to actively contribute to the educational process. Therefore, academics seeking to develop RCBME need to understand the rural context, and the views and needs of local stakeholders. The aim of this review is to examine stakeholder experiences of RCBME programmes internationally. This narrative literature review of original research articles published after 1970 utilises Worley's symbiosis model of medical education as an analysis framework. This model proposes that students experience RCBME through their intersection with multiple clinical, social and institutional relationships. This model seeks to provide a framework for considering the intersecting relationships in which RCBME programmes are situated. Thirty RCBME programmes are described in 52 articles, representing a wide range of rural clinical placements. One-year longitudinal integrated clerkships for penultimate-year students in Anglosphere countries were most common. Such RCBME enables students to engage in work-integrated learning in a feasible manner that is acceptable to many rural clinicians and patients. Academic results are not compromised, and a few papers demonstrate quality improvement for rural health services engaged in RCBME. These programmes have delivered some rural medical workforce outcomes to communities and governments. Medical students also provide social capital to rural communities. However, these programmes have significant financial cost and risk student social and educational isolation. Rural community-based medical education programmes are seen as academically acceptable and can facilitate symbiotic relationships among students, rural clinicians, patients and community stakeholders. These relationships can influence students' clinical competency and professional identity, increase graduates' interest in rural careers, and potentially improve rural health service stability. Formal prospective stakeholder consultations should be published in the literature. © 2018 John Wiley & Sons Ltd and The Association for the Study of Medical Education.

The critical role of communications in a multilevel obesity-prevention intervention: Lessons learned for alcohol educators.

PubMed

Hatfield, Daniel P; Sliwa, Sarah A; Folta, Sara C; Economos, Christina D; Goldberg, Jeanne P

2017-01-01

Multilevel interventions to prevent underage drinking are more effective than individual-level strategies, and messaging campaigns are key to such approaches. Recognizing the benefits of translating best practices across public health domains, this paper details the communications campaign from Shape Up Somerville (SUS), an exemplar for multilevel community-based approaches to address pediatric obesity, highlighting lessons learned for alcohol educators. All elements of SUS, including the communications strategy, were developed collaboratively with local partners. Communication initiatives included community-engaged brand development to unify diverse intervention components; school-based communications to promote new opportunities for healthy eating and physical activity; and media partnerships to promote healthy behaviors community-wide. The overall SUS intervention was effective in reducing prevalence of overweight/obesity among first- to third-graders in Somerville relative to control communities. Process evaluation showed that communications successfully reached diverse community segments and raised awareness of and receptivity to changes. Communications campaigns are essential components of multilevel interventions addressing public health challenges including obesity and underage drinking. Such communications should be developed collaboratively with the target audience and stakeholders, designed to engage community members at multiple levels through multiple channels within a systems framework, and sustained through local partnerships. Copyright © 2016 Elsevier Ireland Ltd. All rights reserved.

Architecting Learning Continuities for Families Across Informal Science Experiences

NASA Astrophysics Data System (ADS)

Perin, Suzanne Marie

By first recognizing the valuable social and scientific practices taking place within families as they learn science together across multiple, everyday settings, this dissertation addresses questions of how to design and scaffold activities that build and expand on those practices to foster a deep understanding of science, and how the aesthetic experience of learning science builds connections across educational settings. Families were invited to visit a natural history museum, an aquarium, and a place or activity of the family's choice that they associated with science learning. Some families were asked to use a set of activities during their study visits based on the practices of science (National Research Council, 2012), which were delivered via smartphone app or on paper cards. I use design-based research, video data analysis and interaction analysis to examine how families build connections between informal science learning settings. Chapter 2 outlines the research-based design process of creating activities for families that fostered connections across multiple learning settings, regardless of the topical content of those settings. Implications of this study point to means for linking everyday family social practices such as questioning, observing, and disagreeing to the practices of science through activities that are not site-specific. The next paper delves into aesthetic experience of science learning, and I use video interaction analysis and linguistic analysis to show how notions of beauty and pleasure (and their opposites) are perfused throughout learning activity. Designing for aesthetic experience overtly -- building on the sensations of enjoyment and pleasure in the learning experience -- can motivate those who might feel alienated by the common conception of science as merely a dispassionate assembly of facts, discrete procedures or inaccessible theory. The third paper, a case study of a family who learns about salmon in each of the sites they visit, highlights the contributions of multiple sites of learning in an ecological view of learning. Finally, the dissertations' conclusion highlights the broad implications for conceiving of the many varied learning settings in a community as an educational infrastructure, and reflections on using aesthetic experience for broadening participation the sciences through the design of informal environments.

A Service-Learning Initiative within a Community-Based Small Business

ERIC Educational Resources Information Center

Simola, Sheldene

2009-01-01

Purpose: The purpose of this paper is to extend previous scholarly writing on community service-learning (SL) initiatives by looking beyond their use in the not-for-profit sector to their potential use in community-based small businesses. Design/methodology/approach: A rationale for the appropriateness of using SL projects in small businesses is…

The Research on Informal Learning Model of College Students Based on SNS and Case Study

NASA Astrophysics Data System (ADS)

Lu, Peng; Cong, Xiao; Bi, Fangyan; Zhou, Dongdai

2017-03-01

With the rapid development of network technology, informal learning based on online become the main way for college students to learn a variety of subject knowledge. The favor to the SNS community of students and the characteristics of SNS itself provide a good opportunity for the informal learning of college students. This research first analyzes the related research of the informal learning and SNS, next, discusses the characteristics of informal learning and theoretical basis. Then, it proposed an informal learning model of college students based on SNS according to the support role of SNS to the informal learning of students. Finally, according to the theoretical model and the principles proposed in this study, using the Elgg and related tools which is the open source SNS program to achieve the informal learning community. This research is trying to overcome issues such as the lack of social realism, interactivity, resource transfer mode in the current network informal learning communities, so as to provide a new way of informal learning for college students.

Leading a Community of Learners: Learning to Be Moral by Engaging the Morality of Learning

ERIC Educational Resources Information Center

Starratt, Robert J.

2007-01-01

This article attempts to provide a foundational understanding of school learning as moral activity as well as intellectual activity. It first develops a distinction between general ethics and professional ethics, and provides an initial explanation of the moral good involved in learning. The moral good of learning is then connected to the…

Individualised home-based rehabilitation after stroke in eastern Finland--the client's perspective.

PubMed

Reunanen, Merja A T; Järvikoski, Aila; Talvitie, Ulla; Pyöriä, Outi; Härkäpää, Kristiina

2016-01-01

Reintegration into society is one of the main purposes of post-stroke rehabilitation. The experiences of clients returning home after a stroke have been studied before. There is, however, little knowledge about activities carried out during home-based rehabilitation interventions and about the involvement of clients in the process. This study focused on clients' experiences of a 3-month individualised, home-based rehabilitation programme supervised by a multidisciplinary team. The data were collected in 2009-2010, and it was based on interviews with 14 clients (48-83 years of age) conducted approximately 7 months after stroke. In the thematic analysis, five main topics describing the goals and functions of the home-based rehabilitation were identified as follows: (i) learning strategies for solving problems in daily activities at home and in the community; (ii) receiving exercise coaching; (iii) exploring community services and facilities; (iv) having a dialogue with professionals; and (v) engaging in activities aimed at returning to work. Implementing rehabilitation activities in the home environment seemed to enhance the participants' active involvement and their ability to evaluate themselves and to set goals for their recovery. Work was an important goal for clients of working age, but work-related tasks were not sufficiently integrated with home-based rehabilitation. A challenge for local communities is to provide health promotion and recreation services that are also suitable for persons with limited functioning. © 2015 John Wiley & Sons Ltd.

Community Education. AONTAS Policy Series.

ERIC Educational Resources Information Center

Irish National Association of Adult Education, Dublin.

Ireland's economic and social problems in the 1980s spawned a new kind of community education. Key characteristics of the new community education are as follows: (1) it is a learning environment and located in the community; (2) it provides learning programs based on identified needs; (3) its control remains in the local community's hands; (4) its…

Achieving water security through community-based agreements in rural Northwestern Costa Rica

NASA Astrophysics Data System (ADS)

Bautista Solís, P.; Bommel, P.; Campos, X.; Suarez, A.; Leclerc, G.

2016-12-01

Community-based drinking water organizations have the responsibility in supplying water for domestic use to 29% of the Costa Rican population. Nowadays, more than 1.500 of these organizations face important challenges for achieving this critical mission, such as fulfilling national drinking-water quality standards, and improving their organization and administration to secure water supply and distribution under climate change. We conducted action-research in two communities with similar geographical and demographic conditions: Cuajiniquil and Colas de Gallo located in the drought prone Guanacaste region in Costa Rica. Both communities are contrasted regarding to their assets and organization. We addressed the following research question: Can a participatory process help communities assess the situation of their aqueduct and its management, project themselves in the future, and build more resilient strategies to face domestic water restrictions? Through 16 participatory sessions, we adapted the Wat-a-Game (WAG) toolkit to the problem of domestic water provision in these communities, creating the WAG-Tico role-playing game. This was complemented by two other activities: visits by regional actors sharing their experience, and exchange visits between both communities for cross-learning about community-based water management. The process resulted in a locally-led collaboration between both communities and the emergence of community commitments for improving drought resilience. WAG-Tico sensibilized participants to appreciate the value of community organization and the impacts of climate change on water supply, and develop aqueduct management rules. Exchange visits and regional actors interventions promoted opportunities for accessing to external resources (i.e. social, human and financial). Colas de Gallo created its first water committee for building a community aqueduct and their first drilled well. Cuajiniquil has committed in protecting its water springs, organized training of women for repairing leaks in household water pipes, and a community contest for reducing water consumption. In this paper we analyze the synergic roles of distinct learning spaces to promote the emergence of community-based agreements that improved rural drinking water management.

Research challenges and lessons learned from conducting community-based research with the Hmong community.

PubMed

Kue, Jennifer; Thorburn, Sheryl; Keon, Karen Levy

2015-05-01

Conducting research with underserved communities with little exposure to research presents a number of challenges and opportunities. Our study used a community-based approach to better understand factors that influence breast and cervical cancer screening among Hmong women. This article shares lessons learned during the process of developing and conducting qualitative research with a Hmong community with limited experience with research. We conducted 17 key informant and 84 in-depth interviews with Hmong women and men. Research team discussions, insights from Hmong research team members, input from our Community Advisory Committee, and project documents were sources of information about the process of conducting research in this community. Lessons learned concern including a cultural insider as an investigator; building community partnerships and support; establishing and working with a community advisory committee; hiring and training bilingual, bicultural staff; and using culturally appropriate materials and methods in a small, kinship-based community. We used multiple strategies to ensure that this study was conducted in a culturally appropriate manner. The lessons learned from our experiences can provide guidance to researchers on methodological and practical issues in conducting research with the Hmong and can inform future research with the Hmong and other similar underserved populations. © 2014 Society for Public Health Education.

Interprofessional Education and Practice Guide No. 6: Developing practice-based interprofessional learning using a short placement model.

PubMed

Anderson, Elizabeth Susan; Ford, Jenny; Kinnair, Daniel James

2016-07-01

Offering undergraduate and post-qualified learners opportunities to take part in, and reflect on, the nature of interprofessional working when in practice remains an important goal for interprofessional educators. There are a plethora of opportunities within hospital and community care for learners to actively participate in health and social care delivery where collaborative practice prevails. However, it remains challenging to know how to establish and sustain meaningful interprofessional practice-based learning. This is because profession-specific teaching is prioritised and many teams are under-resourced, leaving little time for additional teaching activities. In some instances, practitioners lack the knowledge concerning how to design meaningful interprofessional learning and often feel unprepared for this teaching because of limited interprofessional faculty development. Others are simply unaware of the presence of the different students within their practice area. This guide offers key lessons developed over many years for setting up practice-based interprofessional education. The learning model has been adapted and adopted in different settings and countries and offers a method for engaging clinical front-line practitioners in learning with, and from learners who can help support and in some instances advance care delivery.

Relationship Between Active Learning Methodologies and Community College Students' STEM Course Grades

NASA Astrophysics Data System (ADS)

Clark Lesko, Cherish Christina

Active learning methodologies (ALM) are associated with student success, but little research on this topic has been pursued at the community college level. At a local community college, students in science, technology, engineering, and math (STEM) courses exhibited lower than average grades. The purpose of this study was to examine whether the use of ALM predicted STEM course grades while controlling for academic discipline, course level, and class size. The theoretical framework was Vygotsky's social constructivism. Descriptive statistics and multinomial logistic regression were performed on data collected through an anonymous survey of 74 instructors of 272 courses during the 2016 fall semester. Results indicated that students were more likely to achieve passing grades when instructors employed in-class, highly structured activities, and writing-based ALM, and were less likely to achieve passing grades when instructors employed project-based or online ALM. The odds ratios indicated strong positive effects (greater likelihoods of receiving As, Bs, or Cs in comparison to the grade of F) for writing-based ALM (39.1-43.3%, 95% CI [10.7-80.3%]), highly structured activities (16.4-22.2%, 95% CI [1.8-33.7%]), and in-class ALM (5.0-9.0%, 95% CI [0.6-13.8%]). Project-based and online ALM showed negative effects (lower likelihoods of receiving As, Bs, or Cs in comparison to the grade of F) with odds ratios of 15.7-20.9%, 95% CI [9.7-30.6%] and 16.1-20.4%, 95% CI [5.9-25.2%] respectively. A white paper was developed with recommendations for faculty development, computer skills assessment and training, and active research on writing-based ALM. Improving student grades and STEM course completion rates could lead to higher graduation rates and lower college costs for at-risk students by reducing course repetition and time to degree completion.

Facilitating Participation: From the EML Web Site to the Learning Network for Learning Design

ERIC Educational Resources Information Center

Hummel, Hans G. K.; Tattersall, Colin; Burgos, Daniel; Brouns, Francis; Kurvers, Hub; Koper, Rob

2005-01-01

This article investigates conditions for increasing active participation in on-line communities. As a case study, we use three generations of facilities designed to promote learning in the area of Educational Modelling Languages. Following a description of early experience with a conventional web site and with a community site offering facilities…

The CEIC Review, 2001.

ERIC Educational Resources Information Center

Page, Stephen, Ed.

2001-01-01

These six issues examine education in the inner cities. Titles include: "Pathways to School/Community/Family Partnership Results: Measures of Success and Student Learning" (e.g., promoting community partnerships and active learning through federal policy and linking child development knowledge with partnership evaluation); "Emerging…

A Dialogue of Life: Integrating Service Learning in a Community-Immersion Model of Preservice Science-Teacher Preparation

ERIC Educational Resources Information Center

Handa, Vicente; Tippins, Deborah; Thomson, Norman; Bilbao, Purita; Morano, Lourdes; Hallar, Brittan; Miller, Kristen

2008-01-01

Dubbed a "dialogue of life," community immersion in preservice science-teacher education aims at providing a true-to-life and empowering opportunity for prospective science teachers (both elementary and secondary) to become active participants in community life through field and service-learning experiences. It consists of a three-unit…

Examining the Potential of Fansubbing as a Language Learning Activity

ERIC Educational Resources Information Center

Lakarnchua, Onuma

2017-01-01

The learning of English can help learners to not only understand and enjoy cultural products of the target language community, but also allows them to share what they enjoy in their own language community, or other communities to which English grants them access, with the world. Fansubbing, or the amateur production of multilingual subtitles for…

Learning Communities in Undergraduate STEM Education: A Quantitative Analysis of how Sense of Community Influences Retention of Students

NASA Astrophysics Data System (ADS)

Archie, T.; Newman, P.

2012-12-01

Countless programs are aimed at retaining first year college students in their majors and at their institutions. Additionally, first year students in STEM majors are retained at lower rates, than non-STEM majors. Previous research has shown that students who leave the institution are not as academically and socially integrated into the campus community than students who persist at an institution. Residential learning communities can be thought of as a retention tool by enhancing the academic and social integration of their participants. Academic integration has historically been measured by academic success as indicated by GPA, while social integration has been more difficult to measure. We adapted the Sense of Community Index (SCI) as a measure of social integration. Sense of community (SOC) has been defined as ''a feeling that members have of belonging, a feeling that members matter to one another and to the group, and a shared faith that members' needs will be met through their commitment to be together''. This quantitative study examines sense of community as a means of social integration and explores the relationship between learning communities, students' sense of community, and their intent to persist at a large public university and within their current major. An online survey of 60 first-year college students in a Natural Resources College, examined the relationships between learning community participation, sense of community, and student retention. A logistic regression of sense of community was very effective in predicting students' intent to stay or leave the institution. Structural equation models showed that sense of community was strongly positively related to a students' intent to stay or leave the institution for non-learning community participants, but not for learning community participants. We hypothesized that learning community participants sense of community needs would be more fully met than non-learning community participants. Learning community students showed a weak correlation between sense of community and intent to persist in their major, indicating that these students' departure decisions were based on factors other than sense of community. These finding were consistent with previous research of sense of community which has supported this construct as a needs based hierarchical theory. For example, if students' sense of community needs are met, then they can focus on higher level needs, such as academic success. Conversely, if students' sense of community needs are not being fully met, then this factor remains salient in terms of influencing their departure decision. Our results suggest that learning communities fulfill students' sense of community needs, thus this factor has less influence on learning community participants' decision to leave the institution than their counterparts who do not participate in a learning community. Our results suggest that learning communities are effective in fulfilling students' sense of community needs, thus allowing them to focus their energies on higher order needs such as academic success.

Student perceptions of a community engagement experience: exploration of reflections on social responsibility and professional formation.

PubMed

Furze, Jennifer; Black, Lisa; Peck, Kirk; Jensen, Gail M

2011-08-01

Physical therapy educators are challenged to emphasize the importance of social responsibility as a vital curricular element of professional development. Through reflection, students are able to identify core values, beliefs, and attitudes as part of the professional development process. The purpose of this study was to explore student perceptions and values of a community engagement experience based upon frequency of participation. This qualitative research report investigated student perceptions of the community experience following participation. Data collection tools included an open-ended questionnaire and focus group interviews. Comparisons were made across data for participants who engaged in the activity one time versus multiple times. Data analysis revealed participation in the community engagement experience had a positive impact on most participants. One time only participants demonstrated increased self-awareness, contemplating change, and capacity to serve while more than one time participants described a deeper understanding of community, impact on others, and professional transformation. Student involvement in community engagement activities combined with structured reflection provided meaningful insight into participants' personal beliefs. The results suggest incorporation of community-based learning experiences into academic curriculum may be beneficial in the students' preliminary understanding of social responsibility.

Simple Activities for Powerful Impact

NASA Astrophysics Data System (ADS)

LaConte, K.; Shupla, C. B.; Dusenbery, P.; Harold, J. B.; Holland, A.

2016-12-01

STEM education is having a transformational impact on libraries across the country. The STAR Library Education Network (STAR_Net) provides free Science-Technology Activities & Resources that are helping libraries to engage their communities in STEM learning experiences. Hear the results of a national 2015 survey of library and STEM professionals and learn what STEM programming is currently in place in public libraries and how libraries approach and implement STEM programs. Experience hands-on space science activities that are being used in library programs with multiple age groups. Through these hands-on activities, learners explore the nature of science and employ science and engineering practices, including developing and using models, planning and carrying out investigations, and engaging in argument from evidence (NGSS Lead States, 2013). Learn how STAR_Net can help you print (free!) mini-exhibits and educator guides. Join STAR_Net's online community and access STEM resources and webinars to work with libraries in your local community.

Climate Discovery Online Courses for Educators from NCAR

NASA Astrophysics Data System (ADS)

Henderson, S.; Ward, D. L.; Meymaris, K. K.; Johnson, R. M.; Gardiner, L.; Russell, R.

2008-12-01

The National Center for Atmospheric Research (NCAR) has responded to the pressing need for professional development in climate and global change sciences by creating the Climate Discovery online course series. This series was designed with the secondary geoscience educator in mind. The online courses are based on current and credible climate change science. Interactive learning techniques are built into the online course designs with assignments that encourage active participation. A key element of the online courses is the creation of a virtual community of geoscience educators who exchange ideas related to classroom implementation, student assessment, and lessons plans. Geoscience educators from around the country have participated in the online courses. The ongoing interest from geoscience educators strongly suggests that the NCAR Climate Discovery online courses are a timely and needed professional development opportunity. The intent of NCAR Climate Discovery is to positively impact teachers' professional development scientifically authentic information, (2) experiencing guided practice in conducting activities and using ancillary resources in workshop venues, (3) gaining access to standards-aligned lesson plans, kits that promote hands-on learning, and scientific content that are easily implemented in their classrooms, and (4) becoming a part of a community of educators with whom they may continue to discuss the challenges of pedagogy and content comprehension in teaching climate change in the Earth system context. Three courses make up the Climate Discovery series: Introduction to Climate Change; Earth System Science - A Climate Change Perspective; and Understanding Climate Change Today. Each course, instructed by science education specialists, combines geoscience content, information about current climate research, hands-on activities, and group discussion. The online courses use the web-based Moodle courseware system (open- source software similar to Blackboard and webCT), utilizing its features to promote dialogue as well as provide rich online content and media. A key element of the online courses is the development and support of an online learning community, an essential component in successful online courses. Interactive learning techniques are built into the course designs with assignments that encourage active participation. Educators (both formal and informal) use the courses as a venue to exchange ideas and teaching resources. A unique feature of the courses is the emphasis on hands-on activities, a hallmark of our professional development efforts. This presentation will focus on the lessons learned in the development of the three online courses and our successful recruitment and retention efforts.

Innovative Learning Solutions in New Communities: Opportunities and Challenges to Teachers' Conceptions of Workspace

ERIC Educational Resources Information Center

Costley, Debra

2007-01-01

This article explores the possibilities and opportunities created by large-scale property developers for new ways of learning and working in master-planned communities. The discussion is based on the findings from research of one developer's innovative solutions to learning in newly developed communities and specifically draws on data from one…

School Leadership and Professional Learning Community: Case Study of Two Senior High Schools in Northeast China

ERIC Educational Resources Information Center

Wang, Ting

2016-01-01

This article presents findings of a qualitative study on school leadership and professional learning community in two high achieving senior high schools in Northeast China. The findings show that teachers participated in school-based communities of professional learning, such as Teaching and Research Groups, Lesson Preparation Groups, and Grade…

Professional Learning Communities' Impact on Science Teacher Classroom Practice in a Midwestern Urban School District

ERIC Educational Resources Information Center

Carpenter, Dan

2012-01-01

The purpose of this reputation-based, multiple-site case study was to explore professional learning communities' impact on teacher classroom practice. The goal of this research was to describe the administrator and teachers' perceptions with respect to professional learning communities as it related to teacher practice in their school. Educators…

Developing a Culture of Assessment through a Faculty Learning Community: A Case Study

ERIC Educational Resources Information Center

Schlitz, Stephanie A.; O'Connor, Margaret; Pang, Yanhui; Stryker, Deborah; Markell, Stephen; Krupp, Ethan; Byers, Celina; Jones, Sheila Dove; Redfern, Alicia King

2009-01-01

This article describes how a diverse, interdisciplinary team of faculty formed a topic-based faculty learning community. Following an introduction to faculty learning communities and a brief discussion of their benefit to faculty engaged in the process of adopting new technology, we explain how our team, through a competitive mini-grant…

Improving Health with Science: Exploring Community-Driven Science Education in Kenya

NASA Astrophysics Data System (ADS)

Leak, Anne Emerson

This study examines the role of place-based science education in fostering student-driven health interventions. While literature shows the need to connect science with students' place and community, there is limited understanding of strategies for doing so. Making such connections is important for underrepresented students who tend to perceive learning science in school as disconnected to their experiences out of school (Aikenhead, Calabrese-Barton, & Chinn, 2006). To better understand how students can learn to connect place and community with science and engineering practices in a village in Kenya, I worked with community leaders, teachers, and students to develop and study an education program (a school-based health club) with the goal of improving knowledge of health and sanitation in a Kenyan village. While students selected the health topics and problems they hoped to address through participating in the club, the topics were taught with a focus on providing opportunities for students to learn the practices of science and health applications of these practices. Students learned chemistry, physics, environmental science, and engineering to help them address the health problems they had identified in their community. Surveys, student artifacts, ethnographic field notes, and interview data from six months of field research were used to examine the following questions: (1) In what ways were learning opportunities planned for using science and engineering practices to improve community health? (2) In what ways did students apply science and engineering practices and knowledge learned from the health club in their school, homes, and community? and (3) What factors seemed to influence whether students applied or intended to apply what they learned in the health club? Drawing on place-based science education theory and community-engagement models of health, process and structural coding (Saldana, 2013) were used to determine patterns in students' applications of their learning. Students applied learning across health topics they identified as interesting and relevant to their community: hand-washing, disease-prevention, first aid, balanced diet, and water. Students' application of their learning was influenced by internal, external, and relational factors with the community, science education factors, and cultural factors. Some factors, which may have been barriers for students to apply their learning, were turned into supports via bridging strategies used by the students and teacher. Bridging strategies allowed students to connect between their place and science in meaningful ways in the classroom. These strategies were critical in bringing students' place into the classroom and enabling students to apply their learning toward place. The model resulting from the identified factors informed existing models for sociocultural considerations in community-based health interventions. The community-engagement applied practices of science (CAPS) model serves to conceptualize findings in this study and informs an integrated method for using community-engagement education as a stimuli for students to become cultural brokers and improve community health. In addition to focusing on teaching practices of science and encouraging students to apply their learning, this research suggests that bridging strategies can be used to connect science with a students' place in meaningful ways that serve both students and their local communities.

A community based intervention program to enhance neighborhood cohesion: The Learning Families Project in Hong Kong.

PubMed

Shen, Chen; Wan, Alice; Kwok, Lit Tung; Pang, Sally; Wang, Xin; Stewart, Sunita M; Lam, Tai Hing; Chan, Sophia S

2017-01-01

Neighborhood cohesion, which refers to the extent of the connectedness and solidarity among residents in a community or neighborhood, is an important determinant of human health. To enhance neighborhood cohesion, the "Learning Families Project" was developed with a series of intervention programs in Kwun Tong in Hong Kong, a district with low neighborhood cohesion. This project, based on the social ecological model, provided a platform for neighbors to learn, communicate and interact with each other. This quasi-experimental study included two nearby government subsidized low rent housing estates separated by busy main roads. One served as the intervention (Tsui Ping (South) Estate) and one as the control (Shun Tin Estate) estate. The intervention included promotion, resident training and learning programs, embodied by a series of community activities such as talks, day camp, thematic activities and horticulture class. Baseline (before the programs) and follow-up (one year after the programs) surveys were conducted both in the intervention and control estate to assess the impact of the programs on neighborhood cohesion. The number of residents who completed both the baseline and follow-up surveys was 502 in the intervention estate and 476 in the control estate. Neighborhood cohesion significantly improved in the intervention group after the programs (Cohen effect size d: 0.15). Compared with the control group, the improvements in closeness of the neighborhood and trust in neighbors were significantly greater in the intervention group (Cohen effect size d: 0.13 and 0.14, respectively). This brief intervention program using a quasi-experimental study design increased neighborhood cohesion in a low rent housing estate. ClinicalTrials.gov NCT02851667.

A community based intervention program to enhance neighborhood cohesion: The Learning Families Project in Hong Kong

PubMed Central

Wan, Alice; Kwok, Lit Tung; Pang, Sally; Wang, Xin; Stewart, Sunita M.; Lam, Tai Hing; Chan, Sophia S.

2017-01-01

Background Neighborhood cohesion, which refers to the extent of the connectedness and solidarity among residents in a community or neighborhood, is an important determinant of human health. To enhance neighborhood cohesion, the “Learning Families Project” was developed with a series of intervention programs in Kwun Tong in Hong Kong, a district with low neighborhood cohesion. This project, based on the social ecological model, provided a platform for neighbors to learn, communicate and interact with each other. Methods This quasi-experimental study included two nearby government subsidized low rent housing estates separated by busy main roads. One served as the intervention (Tsui Ping (South) Estate) and one as the control (Shun Tin Estate) estate. The intervention included promotion, resident training and learning programs, embodied by a series of community activities such as talks, day camp, thematic activities and horticulture class. Baseline (before the programs) and follow-up (one year after the programs) surveys were conducted both in the intervention and control estate to assess the impact of the programs on neighborhood cohesion. Results The number of residents who completed both the baseline and follow-up surveys was 502 in the intervention estate and 476 in the control estate. Neighborhood cohesion significantly improved in the intervention group after the programs (Cohen effect size d: 0.15). Compared with the control group, the improvements in closeness of the neighborhood and trust in neighbors were significantly greater in the intervention group (Cohen effect size d: 0.13 and 0.14, respectively). Conclusion This brief intervention program using a quasi-experimental study design increased neighborhood cohesion in a low rent housing estate. Trial registration ClinicalTrials.gov NCT02851667 PMID:28827798

Problem Finding in Professional Learning Communities: A Learning Study Approach

ERIC Educational Resources Information Center

Tan, Yuen Sze Michelle; Caleon, Imelda Santos

2016-01-01

This study marries collaborative problem solving and learning study in understanding the onset of a cycle of teacher professional development process within school-based professional learning communities (PLCs). It aimed to explore how a PLC carried out collaborative problem finding--a key process involved in collaborative problem solving--that…

The Relationship between Teacher Value Orientations and Engagement in Professional Learning Communities

ERIC Educational Resources Information Center

Ning, Hoi Kwan; Lee, Daphnee; Lee, Wing On

2016-01-01

The development of teacher professional learning communities (PLC) has attracted growing attention among practitioners, policy-makers and researchers. The aims of this study were to identify typologies of professional learning teams based on measures of professional learning engagement, and assess their linkages with teachers' value orientations.…

Stepping from Service-Learning to SERVICE-LEARNING Pedagogy

ERIC Educational Resources Information Center

Phelps, Amy L.

2012-01-01

Service-learning can mean different things and look quite different in varying statistics curricula that may include undergraduates, graduates, majors and non-majors across a wide array of higher institutions. The terms community engagement, volunteerism, community-based projects and service-learning are tossed around on various institutions'…

Collaborative distance learning: Developing an online learning community

NASA Astrophysics Data System (ADS)

Stoytcheva, Maria

2017-12-01

The method of collaborative distance learning has been applied for years in a number of distance learning courses, but they are relatively few in foreign language learning. The context of this research is a hybrid distance learning of French for specific purposes, delivered through the platform UNIV-RcT (Strasbourg University), which combines collaborative activities for the realization of a common problem-solving task online. The study focuses on a couple of aspects: on-line interactions carried out in small, tutored groups and the process of community building online. By analyzing the learner's perceptions of community and collaborative learning, we have tried to understand the process of building and maintenance of online learning community and to see to what extent the collaborative distance learning contribute to the development of the competence expectations at the end of the course. The analysis of the results allows us to distinguish the advantages and limitations of this type of e-learning and thus evaluate their pertinence.

Active Learning Crosses Generations.

ERIC Educational Resources Information Center

Woodard, Diane K.

2002-01-01

Describes the benefits of intergenerational programs, highlighting a child care program that offers age-appropriate and mutually beneficial activities for children and elders within a nearby retirement community. The program has adopted High/Scope's active learning approach to planning and implementing activities that involve both generations. The…

Developing a User Oriented Design Methodology for Learning Activities Using Boundary Objects

ERIC Educational Resources Information Center

Fragou, ?lga; Kameas, Achilles

2013-01-01

International Standards in High and Open and Distance Education are used for developing Open Educational Resources (OERs). Current issues in e-learning community are the specification of learning chunks and the definition of describing designs for different units of learning (activities, units, courses) in a generic though expandable format.…

A community continuity programme: volunteer faculty mentors and continuity learning.

PubMed

McGeehan, John; English, Richard; Shenberger, Keith; Tracy, Gerald; Smego, Raymond

2013-02-01

Longitudinal generalist preceptorship experiences early in medical education can have beneficial effects on how students practise the art and science of medicine, regardless of their eventual career choices. We evaluated the first 2 years of implementation of an integrated, regional campus-based, early clinical experience programme, the Community Continuity Program, at our new community-based medical school that is under the supervision of volunteer primary care faculty members acting as continuity mentors (CMs). Curricular components for years 1 and 2 consisted of three annual 1-week community-based experiences with CMs, extensive physical diagnosis practice, interprofessional learning activities, a multigenerational family care experience, a mandatory Community Health Research Project (CHRP) in year 1 and a mandatory Quality Improvement Project in year 2. Outcome measures included student, faculty member and programme evaluations, student reflective narratives in portal-based e-journals, a Liaison Committee on Medical Education (LCME) self-study student survey and serial level-of-empathy surveys.   Students found all elements of this integrated community experience programme beneficial and worthwhile, especially the CMs and the use of standardised and real-life patients. CMs noted effective and professional student-patient interactions. The number of reflective e-journal postings per student during year1 ranged from 14 to 81 (mean, 47). Serial empathy questionnaires administered over 2 years demonstrated preservation of student empathy, and students believed that the programme had a positive effect on their personal level of empathy.   An integrative, longitudinal, community-based, early clinical experience programme driven by volunteer CMs provides patient-centered instruction for preclinical students in the clinical, social, behavioural, ethical and research foundations of medicine. © Blackwell Publishing Ltd 2013.

Enhanced Learning through Electronic Communities: A Research Review.

ERIC Educational Resources Information Center

Burgstahler, Sheryl; Swift, Catherine

This report, in support of the project "Enhanced Learning through Electronic Communities," investigated successful practices of electronic communities. A literature review was conducted and a survey was sent to 15 system operators of networks that had a community-based focus with ancillary educational components and networks that focused primarily…

Transforming Your Community. Empowering for Change.

ERIC Educational Resources Information Center

Moore, Allen B.; Brooks, Rusty

This book presents a "bottom-up" action learning and action planning approach to community economic development. It is based on a learning experience for adults to promote community economic development that became the Community Economic Development Program. The book is organized in 11 chapters that cover the following topics: (1) framework for…

Web 2.0 systems supporting childhood chronic disease management: design guidelines based on information behaviour and social learning theories.

PubMed

Ekberg, Joakim; Ericson, Leni; Timpka, Toomas; Eriksson, Henrik; Nordfeldt, Sam; Hanberger, Lena; Ludvigsson, Johnny

2010-04-01

Self-directed learning denotes that the individual is in command of what should be learned and why it is important. In this study, guidelines for the design of Web 2.0 systems for supporting diabetic adolescents' every day learning needs are examined in light of theories about information behaviour and social learning. A Web 2.0 system was developed to support a community of practice and social learning structures were created to support building of relations between members on several levels in the community. The features of the system included access to participation in the culture of diabetes management practice, entry to information about the community and about what needs to be learned to be a full practitioner or respected member in the community, and free sharing of information, narratives and experience-based knowledge. After integration with the key elements derived from theories of information behaviour, a preliminary design guideline document was formulated.

Building online learning communities in a graduate dental hygiene program.

PubMed

Rogo, Ellen J; Portillo, Karen M

2014-08-01

The literature abounds with research related to building online communities in a single course; however, limited evidence is available on this phenomenon from a program perspective. The intent of this qualitative case study inquiry was to explore student experiences in a graduate dental hygiene program contributing or impeding the development and sustainability of online learning communities. Approval from the IRB was received. A purposive sampling technique was used to recruit participants from a stratification of students and graduates. A total of 17 participants completed semi-structured interviews. Data analysis was completed through 2 rounds - 1 for coding responses and 1 to construct categories of experiences. The participants' collective definition of an online learning community was a complex synergistic network of interconnected people who create positive energy. The findings indicated the development of this network began during the program orientation and was beneficial for building a foundation for the community. Students felt socially connected and supported by the network. Course design was another important category for participation in weekly discussions and group activities. Instructors were viewed as active participants in the community, offering helpful feedback and being a facilitator in discussions. Experiences impeding the development of online learning communities related to the poor performance of peers and instructors. Specific categories of experiences supported and impeded the development of online learning communities related to the program itself, course design, students and faculty. These factors are important to consider in order to maximize student learning potential in this environment. Copyright © 2014 The American Dental Hygienists’ Association.

Strategies used by interdisciplinary rural health training programs to assure community responsiveness and recruit practitioners.

PubMed

Slack, Marion K; Cummings, Doyle M; Borrego, Matthew E; Fuller, Kathi; Cook, Sherrie

2002-05-01

In this article, the strategies used by five US rural interdisciplinary training grant programs to respond to local needs and to promote recruitment in rural communities are described. The programs provide training to 17 health care disciplines and serve disadvantaged Hispanic, African-American, Amish, Native American, and Anglo populations. Four programs are based in academic institutions; one is based in a community health center. The programs provide services to the rural communities through individual clinical or case management services, population-level interventions, and collaborative research. All programs use specific mechanisms (e.g. case conferences or participation in local coalitions) to facilitate collaboration with residents and to link student activities with community or individual needs. Unique strategies include the use of problem-based learning and community health workers on the interdisciplinary team to increase responsiveness. The programs also provide educational support to students while they work in the rural communities. Finally, the primary strategy used to promote recruitment is the training experience in rural communities. The programs also appear to indirectly improve the environment of rural practice.

Promoting student engagement in science: Interaction rituals and the pursuit of a community of practice

NASA Astrophysics Data System (ADS)

Olitsky, Stacy

2007-01-01

This study explores the relationship between interaction rituals, student engagement with science, and learning environments modeled on communities of practice based on an ethnographic study of an eighth grade urban magnet school classroom. It compares three interactional events in order to examine the classroom conditions and teacher practices that can foster successful interaction rituals (IRs), which are characterized by high levels of emotional energy, feelings of group membership, and sustained interest in the subject. Classroom conditions surrounding the emergence of successful IRs included mutual focus, familiar symbols and activity structures, the permissibility of some side-talk, and opportunities for physical and emotional entrainment. Sustained interest in the topic beyond the duration of the IR and an increase in students' helping each other learn occurred more frequently when the mutual focus consisted of science-related symbols, when there were low levels of risk for participants, when activities involved sufficient challenge and time, and when students were positioned as knowledgeable and competent in science. The results suggest that successful interaction rituals can foster student engagement with topics that may not have previously held interest and can contribute to students' support of peers' learning, thereby moving the classroom toward a community-of-practice model.

Shared Values as Anchors of a Learning Community: A Case Study in Information Systems Design

ERIC Educational Resources Information Center

Giordano, Daniela

2004-01-01

This paper examines the role in both individual and organizational learning of the system of values sustained by a community undertaking a design task. The discussion is based on the results of a longitudinal study of a community of novice information system designers supported by a Web-based shared design memory which allows reuse of design…

The Effects of a Preengineering Project-Based Learning Curriculum on Self-Efficacy among Community College Students

ERIC Educational Resources Information Center

Starobin, Soko S.; Chen, Yu; Kollasch, Aurelia; Baul, Tushi; Laanan, Frankie Santos

2014-01-01

Using statewide survey study data collected from more than 5,000 community college students, this study examined the impact of a preengineering curriculum on students' self-efficacy level after they entered rural community colleges. Project Lead The Way (PLTW), is a project-based learning curriculum for middle and high school students that strives…

From Minnesota to Cairo: Student Perceptions of Community-Based Learning

ERIC Educational Resources Information Center

Ibrahim, Mona M.; Rosenheim, Marnie R.; Amer, Mona M.; Larson, Haley A.

2016-01-01

This study explored perceptions of community-based learning in a sample of 176 students at a liberal arts college in Cairo, Egypt, and a sample of 176 students at a liberal arts college in the Midwestern United States. Students responded to a 38-item rating scale that assessed gains in several domains as a result of engaging in community-based…

Field-based education and indigenous knowledge: Essential components of geoscience education for native American communities

NASA Astrophysics Data System (ADS)

Riggs, Eric M.

2005-03-01

The purpose of this study is to propose a framework drawing on theoretical and empirical science education research that explains the common prominent field-based components of the handful of persistent and successful Earth science education programs designed for indigenous communities in North America. These programs are primarily designed for adult learners, either in a postsecondary or in a technical education setting and all include active collaboration between local indigenous communities and geoscientists from nearby universities. Successful Earth science curricula for indigenous learners share in common an explicit emphasis on outdoor education, a place and problem-based structure, and the explicit inclusion of traditional indigenous knowledge in the instruction. Programs sharing this basic design have proven successful and popular for a wide range of indigenous cultures across North America. We present an analysis of common field-based elements to yield insight into indigenous Earth science education. We provide an explanation for the success of this design based in research on field-based learning, Native American learning styles research, and theoretical and empirical research into the nature and structure of indigenous knowledge. We also provide future research directions that can test and further refine our understanding of best practices in indigenous Earth science education.

Connecting People to Place: Stories, Science, Deep Maps, and Geo-Quests for Place-Based Learning

NASA Astrophysics Data System (ADS)

Hagley, C. A.; Silbernagel, J.; Host, G.; Hart, D. A.; Axler, R.; Fortner, R. W.; Axler, M.; Smith, V.; Drewes, A.; Bartsch, W.; Danz, N.; Mathews, J.; Wagler, M.

2016-02-01

The St. Louis River Estuary project (stlouisriverestuary.org) is about connecting the stories with the science of this special place to enhance spatial awareness and stewardship of the estuary. The stories, or spatial narratives, are told through vignettes of local resource activities, framed by perspectives of local people. The spatial narratives, developed through interviews and research, target six key activities of the estuary. The science is based on stressor gradients research, incorporating factors such as population and road density, pollutant point source density, and land use. The stressor gradient developed based on these factors was used as a basis for sampling water quality and plant and macroinvertebrate communities, with the intent of quantifying relationships between land-based stressors and aquatic ecosystem indicators of condition. The stories and science are interwoven, located in place on a Deep Map, and played out in GeoQuests to illustrate the complexity and multiple perspectives within the estuary's social, economic and ecological systems. Students, decision-makers, and Lake Superior enthusiasts can engage more deeply in the complexity of the stories and science by challenging themselves with these GeoQuests played on mobile devices. We hope these place-based learning tools will be valuable in advancing spatial literacy and conversation around environmental sustainability in coastal communities.

Critique in Academic Disciplines and Active Learning of Academic Content

ERIC Educational Resources Information Center

Ford, Michael J.

2010-01-01

This article argues for increased theoretical specificity in the active learning process. Whereas constructivist learning emphasizes construction of meaning, the process articulated here complements meaning construction with disciplinary critique. This process is an implication of how disciplinary communities generate new knowledge claims, which…

Formation of Community-Based Hypertension Practice Networks: Success, Obstacles, and Lessons Learned

PubMed Central

Dart, Richard A.; Egan, Brent M.

2014-01-01

Community-based practice networks for research and improving the quality of care are growing in size and number but have variable success rates. In this paper we review recent efforts to initiate a community-based hypertension network modeled after the successful Outpatient Quality Improvement Network (O’QUIN) project, located at the Medical University of South Carolina. We highlight key lessons learned and new directions to be explored. PMID:24666425

A Teacher-Scientist Partnership as a Vehicle to Incorporate Climate Data in Secondary Science Curriculum

NASA Astrophysics Data System (ADS)

Hatheway, B.

2013-12-01

After three years of running a climate science professional development program for secondary teachers, project staff from UCAR and UNC-Greeley have learned the benefits of ample time for interaction between teachers and scientists, informal educators, and their peers. This program gave us the opportunity to develop and refine strategies that leverage teacher-scientist partnerships to improve teachers' ability to teach climate change. First, we prepared both teachers and scientists to work together. Each cohort of teachers took an online course that emphasized climate change content and pedagogy and built a learning community. Scientists were recruited based on their enthusiasm for working with teachers and coached to present materials in an accessible way. Second, the teachers and scientists collaborated during a four-week summer workshop at UCAR. During the workshop, teachers met with a wide range of climate and atmospheric scientists to learn about research, selected a specific scientist's research they would like to adapt for their classrooms, and developed and refined activities based on that research. The program includes strong mentoring from a team of science educators, structured peer feedback, and ample opportunity to interact with the scientists by asking questions, accessing data, or checking resources. This new model of professional development fosters teacher-scientist partnerships. By the end of the four-week workshop, the teachers have built customized activities based on the cutting-edge research being conducted by participating scientists, developed plans to implement and assess those activities, and further strengthened the learning-community that they will rely on for support during the following academic year. This session will provide information about how this model, which differs from the more common model of engaging teachers in research under the direction of scientists, was successful and accomplished positive outcomes for both the teachers and scientists who participated. Lessons learned that will improve this model will also be discussed.

Practical Tips for Establishing Partnerships With Academic Researchers: A Resource Guide for Community-Based Organizations.

PubMed

Darling, Margaret; Gonzalez, Florencia; Graves, Kristi; Sheppard, Vanessa B; Hurtado-de-Mendoza, Alejandra; Leventhal, Kara-Grace; Caicedo, Larisa

2015-01-01

Research exists on strategies for successful conduct of community-based participatory research (CBPR). Unfortunately, few published resources are available to advise community-based organizations (CBOs) on preparation for and engagement in CBPR. We aimed to create a resource for CBOs that describes how an organization can prepare for and participate in CBPR. We used a case study approach of one CBO with a decade-long history of collaboration with academic researchers. We identified lessons learned through a retrospective review of organizational records and the documentation of experiences by CBO leadership and research partners. The findings were then labeled according to CBPR Partnership Readiness Model dimensions. The review of CBO documents and key informant interviews yielded ten practical tips to increase organizational readiness for and engagement in CBPR. By understanding the best practices for organizational readiness for and participation in CPBR, CBOs will be better equipped to actively participate in community-academic partnerships.

On measuring community participation in research.

PubMed

Khodyakov, Dmitry; Stockdale, Susan; Jones, Andrea; Mango, Joseph; Jones, Felica; Lizaola, Elizabeth

2013-06-01

Active participation of community partners in research aspects of community-academic partnered projects is often assumed to have a positive impact on the outcomes of such projects. The value of community engagement in research, however, cannot be empirically determined without good measures of the level of community participation in research activities. Based on our recent evaluation of community-academic partnered projects centered around behavioral health issues, this article uses semistructured interview and survey data to outline two complementary approaches to measuring the level of community participation in research-a "three-model" approach that differentiates between the levels of community participation and a Community Engagement in Research Index (CERI) that offers a multidimensional view of community engagement in the research process. The primary goal of this article is to present and compare these approaches, discuss their strengths and limitations, summarize the lessons learned, and offer directions for future research. We find that whereas the three-model approach is a simple measure of the perception of community participation in research activities, CERI allows for a more nuanced understanding by capturing multiple aspects of such participation. Although additional research is needed to validate these measures, our study makes a significant contribution by illustrating the complexity of measuring community participation in research and the lack of reliability in simple scores offered by the three-model approach.

Place-Based Design: An Instructional Design Theory for Supporting Community-Based Inquiry and Design Projects

ERIC Educational Resources Information Center

Mathews, James M.

2013-01-01

Place-based education has been forwarded as a pedagogical approach that has the potential to contextualize learning, increase student engagement, and strengthen the relationship between schools and the broader community. Despite this promise, however, many teachers struggle to develop learning experiences that incorporate the key components of…

Student experiences of the adolescent diversion project: a community-based exemplar in the pedagogy of service-learning.

PubMed

Davidson, William S; Jimenez, Tiffeny R; Onifade, Eyitayo; Hankins, Sean S

2010-12-01

Service-learning partnerships between universities and surrounding communities striving to create systems-level change must consider an emphasis in critical community service; a community centered paradigm where students are taught to work with communities to better understand contexts surrounding a social problem, as opposed to merely volunteering to provide a service to a community. The Adolescent Diversion Project (ADP), which has been operating for over 30 years, demonstrates critical community service through the type of relationship built between students and the local community. This article describes: a qualitative study with ADP students, the historical context of ADP, what and how students learned through their involvement in ADP, and reframes the work of this project as a form of service-learning pedagogy. Inductive content analysis was employed to identify underlying themes across participants related to their personal experiences of ADP and its impact in their lives. Findings were compared with service-learning outcomes and other quantitative studies conducted with past ADP cohorts from the literature. Consistent with past studies, ADP students become more negative toward social systems involved with their youth. This finding may explain an increase in feelings of political commitment following involvement in ADP. Consistent with service-learning outcomes, results demonstrate that ADP should be further documented as not only an effective community-based program but also as an exemplar in the pedagogy of service-learning. This study highlights why service-learning opportunities for students are not just one way to teach students, they are opportunities to bridge relationships within communities, bring life to theoretical concepts, and build the foundations necessary for educated citizens that will one day take lead roles in our society.

University faculty preparation of students in using natural environment practices with young children.

PubMed

Dunst, Carl J; Bruder, Mary Beth

2005-02-01

155 university faculty teaching students in physical therapy, occupational therapy, speech and language pathology, early childhood special education, or multidisciplinary studies programs were surveyed to assess how the students were taught how to use everyday family and community activities as natural learning opportunities for young children. Analysis showed that the faculty provided very little training in using community activity settings as contexts for children's learning and that physical therapy faculty provided less training in using natural environments as sources of children's learning opportunities than faculty in the other disciplines.

PBL and beyond: trends in collaborative learning.

PubMed

Pluta, William J; Richards, Boyd F; Mutnick, Andrew

2013-01-01

Building upon the disruption to lecture-based methods triggered by the introduction of problem-based learning, approaches to promote collaborative learning are becoming increasingly diverse, widespread and generally well accepted within medical education. Examples of relatively new, structured collaborative learning methods include team-based learning and just-in-time teaching. Examples of less structured approaches include think-pair share, case discussions, and the flipped classroom. It is now common practice in medical education to employ a range of instructional approaches to support collaborative learning. We believe that the adoption of such approaches is entering a new and challenging era. We define collaborate learning by drawing on the broader literature, including Chi's ICAP framework that emphasizes the importance of sustained, interactive explanation and elaboration by learners. We distinguish collaborate learning from constructive, active, and passive learning and provide preliminary evidence documenting the growth of methods that support collaborative learning. We argue that the rate of adoption of collaborative learning methods will accelerate due to a growing emphasis on the development of team competencies and the increasing availability of digital media. At the same time, the adoption collaborative learning strategies face persistent challenges, stemming from an overdependence on comparative-effectiveness research and a lack of useful guidelines about how best to adapt collaborative learning methods to given learning contexts. The medical education community has struggled to consistently demonstrate superior outcomes when using collaborative learning methods and strategies. Despite this, support for their use will continue to expand. To select approaches with the greatest utility, instructors must carefully align conditions of the learning context with the learning approaches under consideration. Further, it is critical that modifications are made with caution and that instructors verify that modifications do not impede the desired cognitive activities needed to support meaningful collaborative learning.

Social and Emotional Learning in the Greek Educational System: An Ithaca Journey

ERIC Educational Resources Information Center

Hatzichristou, Chryse; Lianos, Panayiotis G.

2016-01-01

This article portrays the ongoing and ever-expanding journey of the Center for Research and Practice of School Psychology (CRPSP) of the National and Kapodistrian University of Athens. Based on an integrative approach to school community well-being that includes positive psychology perspectives and systems interventions, all activities of the…

Exploring Students' Interactions, Arguments, and Reflections in General Chemistry Laboratories with Different Levels of Inquiry

ERIC Educational Resources Information Center

Xu, Haozhi

2012-01-01

Students' learning in inquiry-based investigations has drawn considerable attention of the science education community. Inquiry activities can be viewed as knowledge construction processes in which students are expected to develop conceptual understanding and critical thinking abilities. Our study aimed to explore the effect of experiments…

Android Based Mobile Apps for Information Security Hands-On Education

ERIC Educational Resources Information Center

Trabelsi, Zouheir; Al Matrooshi, Mohammed; Al Bairaq, Saeed; Ibrahim, Walid; Masud, Mohammad M.

2017-01-01

As mobile devices grow increasingly in popularity within the student community, novel educational activities and tools, as well as learning approaches can be developed to get benefit from this prevalence of mobile devices (e.g. mobility and closeness to students' daily lives). Particularly, information security education should reflect the current…

"L'arte D'arrangiarsi": Evaluation of an Innovative Practice in a Preservice Practicum

ERIC Educational Resources Information Center

Macy, Marisa; Squires, Jane

2009-01-01

Building on Opportunities for Student Teaching and Learning (BOOST) is a community-based summer preschool program developed, implemented, and coordinated by student teachers, university supervisors, and faculty. Ten preservice graduate students participated in BOOST practicum activities during the spring and summer terms of their 1-year Early…

Surgical journal club as a community of practice: a case study.

PubMed

Quinn, Edel Marie; Cantillon, Peter; Redmond, Henry Paul; Bennett, Deirdre

2014-01-01

Journal club has become a signature pedagogy in postgraduate medical education. In this article, social learning theory, through the lens of "communities of practice" (CoP), is applied to elucidate the process of learning in journal club. The study is a case study of a surgical journal club. Video recordings of 2 journal club sessions were followed by semistructured audio-recorded interviews with a sample of journal club participants. Thematic content analysis was performed, mapping data to themes arising based on the key tenets of CoP. Features of the 4 tenets of CoP learning (community, meaning, identity, and practice) were identified in both the video recordings of journal club and the participant interviews. A shared enterprise and common sense of purpose (community) was seen throughout the video recordings, but feelings of belonging to the community were much stronger for senior members (consultants/attending staff and senior trainees) compared with junior members (junior trainees and students). Experiences and perspectives were more commonly exchanged between senior trainees and consultants, with junior trainees not partaking in discussions, an example of newcomers beginning at the periphery. The main impediment to learning was found with low senior member attendance at journal club, thus limiting access to narratives of senior experience of practice and feedback. In attempting to improve journal club design for learning, ensuring the participation of senior community members and thus access to narratives of experience along with active engagement of junior members to allow them develop their own meaning should be incorporated into the journal club design. Copyright © 2014 Association of Program Directors in Surgery. Published by Elsevier Inc. All rights reserved.

Qualitative evaluation of a colorectal cancer education CD-ROM for Community Health Aides/practitioners in Alaska.

PubMed

Cueva, Melany; Dignan, Mark; Lanier, Anne; Kuhnley, Regina

2014-12-01

Colorectal cancer (CRC) is an important contributor to the cancer burden among Alaska Native people. CRC is the leading incident cancer and the second leading cause of cancer mortality among Alaska Native people. Completing recommended CRC screening procedures has the potential to reduce both CRC incidence and mortality. "Taking Action Colorectal Health," a multidimensional audiovisual, interactive CD-ROM, incorporates adult education learning principles to provide Alaska's Community Health Aides/Practitioners with timely, medically accurate, and culturally relevant CRC place-based education. Providing this resource on CD-ROM empowers learning within communities and places where people live or choose to learn. The dynamic process of developing, implementing, and evaluating this CRC CD-ROM was informed by a sociocultural approach to share health messages. Within this approach, cultural values, beliefs, and behaviors are affirmed as a place of wisdom and resilience and built upon to provide context and meaning for health messaging. Alaska Native values that honor family, relationships, the land, storytelling, and humor were included in CD-ROM content. Between January and May 2012, 20 interviews were conducted with individuals who had used the CD-ROM. Four categorical themes emerged from analysis of interview transcripts: likeability, utilization, helpfulness, and behavior change. As a result of self-paced learning through stories, movies, and interactive games, respondents reported healthy behavior changes they were making for themselves, with their families and in their patient care practices. This CD-ROM is a culturally based practical course that increased knowledge and activities around colorectal cancer screening by Community Health Aides/Practitioners in Alaska.

Levels and Patterns of Participation and Social Interaction in an Online Learning Community for Learning to Teach

ERIC Educational Resources Information Center

Tsai, I-Chun

2011-01-01

This study investigates how pre-service and in-service teachers participate in an online community for learning to teach. Members' levels and patterns of participation and social interaction were examined via social network analysis of activity logs and content analysis of interviews. The results of the analyses show that (a) members' levels and…

Online Learning Community Development with Teachers as a Means of Enhancing Initial Teacher Training

ERIC Educational Resources Information Center

Hramiak, Alison

2010-01-01

A purpose-built blend of teaching and learning activities was used with trainee teachers on a Postgraduate Certificate in Education (PGCE) course, and subsequently evaluated in a cyclical action research study, over a period of two years. The purpose of the blend was to engender the formation of a learning community, by giving them access to each…

Best Practices in Service Learning: Building a National Community College Network, 1994-1997. AACC Project Brief.

ERIC Educational Resources Information Center

Robinson, Gail; Barnett, Lynn

As part of the Learn and Serve America Program of the Corporation for National Service, the American Association of Community Colleges (AACC) has helped develop campus-based programs that have instigated a growing community college service learning network. Ten colleges, selected in a national competition for grants ranging from $2,000 to $12,000…

When Disney Meets the Research Park: Metaphors and Models for Engineering an Online Learning Community of Tomorrow

ERIC Educational Resources Information Center

Chenail, Ronald J.

2004-01-01

It is suggested that educators look to an environment in which qualitative research can be learned in more flexible and creative ways--an online learning community known as the Research Park Online (RPO). This model, based upon Walt Disney's 1966 plan for his "Experimental Prototype Community of Tomorrow" (EPCOT) and university cooperative…

Effect of Learning Communities on Student Attitudes and Corresponding Behaviors: "A Mediated Test of Involvement Theory"

ERIC Educational Resources Information Center

Bonilla, Daniel; Buch, Kimberly K.; Johnson, Cindy Wolf

2013-01-01

Learning communities are small pre-selected student groups based on a common interest with a variety of goals related to student outcomes. Previous research has shown robust effects of learning community participation on student success outcomes, but little is known about the mechanisms which may mediate these effects. The current study analyzed…

Student and Community Engagement in Earth, Space, and Environmental Sciences Through Experiential Learning and Citizen Science as Part of Research Broader Impact

NASA Astrophysics Data System (ADS)

Ibrahim, Alaa; Ahmed, Yasmin

2015-04-01

Fulfilling the broader impact of a research project in Earth and environmental sciences is an excellent opportunity for educational and outreach activities that connect scientists and society and enhance students and community engagement in STEM fields in general and in Earth, space, and environmental sciences in particular. Here we present the experience developed in this endeavor as part of our Partnerships for Enhanced Engagement in Research (PEER) project sponsored by USAID/NSF/NAS. The project introduced educational and outreach activities that included core curriculum course development for university students from all majors, community-based learning projects, citizen science and outreach programs to school students and community members. Through these activities, students worked with the project scientists on a variety of activities that ranged from citizen science and undergraduate research to run mass experiments that measure the quality of air, drinking water, and ultraviolet level in greater Cairo, Egypt, to community awareness campaigns through the production of short documentaries and communicating them with stakeholders and target groups, including schools and TV stations. The activities enhanced students learning and the public awareness on climate change and the underlying role of human activities. It also connected effectively the project scientists with college and university students a well as the wider segments of the society, which resulted in a host of benefits including better scientific literacy and appreciation to the role of scientists, promoting scientists as role models, sharing the values of science, and motivating future generations to puruse a career in science This work is part of the PEER research project 2-239 sponsored by USAID/NSF/NAS Project Link (at National Academies website): http://sites.nationalacademies.org/PGA/dsc/peerscience/PGA_084046.htm website: http://CleanAirEgypt.org Links to cited work: Core Curriculum Course: http://bit.ly/FutureLife Citizen Science Project: Quality of Air, Drinking Water, and U.V. Level in Greater Cairo: Map 1: http://bit.ly/AirWaterLightMap1 Map 2: http://bit.ly/AirWaterLightMap2 Short Documentaries Student Projects: https://vimeo.com/science2society/videos Project video: https://vimeo.com/100427525

Student and Community Engagement in Earth, Space, and Environmental Sciences Through Experiential Learning and Citizen Science as Part of Research Broader Impact

NASA Astrophysics Data System (ADS)

Ibrahim, A. I.; Tutwiler, R.; Zakey, A.; Shokr, M. E.; Ahmed, Y.; Jereidini, D.; Eid, M.

2014-12-01

Fulfilling the broader impact of a research project in Earth and environmental sciences is an excellent opportunity for educational and outreach activities that connect scientists and society and enhance students and community engagement in STEM fields in general and in Earth, space, and environmental sciences in particular. Here we present the experience developed in this endeavor as part of our Partnerships for Enhanced Engagement in Research (PEER) project sponsored by USAID/NSF/NAS. The project introduced educational and outreach activities that included core curriculum course development for university students from all majors, community-based learning projects, citizen science and outreach programs to school students and community members. Through these activities, students worked with the project scientists on a variety of activities that ranged from citizen science and undergraduate research to run mass experiments that measure the quality of air, drinking water, and ultraviolet level in greater Cairo, Egypt, to community awareness campaigns through the production of short documentaries and communicating them with stakeholders and target groups, including schools and TV stations. The activities enhanced students learning and the public awareness on climate change and the underlying role of human activities. It also connected effectively the project scientists with college and university students a well as the wider segments of the society, which resulted in a host of benefits including better scientific literacy and appreciation to the role of scientists, promoting scientists as role models, sharing the values of science, and motivating future generations to puruse a career in science Note: This presentation is a PEER project sponsored by USAID/NSF/NAS Project Link (at National Academies website): http://sites.nationalacademies.org/PGA/dsc/peerscience/PGA_084046.htmwebsite: http://CleanAirEgypt.orgLinks to cited work: Core Curriculum Course: http://bit.ly/FutureLife Citizen Science Project: Quality of Air, Drinking Water, and U.V. Level in Greater Cairo: Map 1: http://bit.ly/AirWaterLightMap1 Map 2: http://bit.ly/AirWaterLightMap2 Short Documentaries Student Projects: https://vimeo.com/science2society/videos Project video: http://CleanAirEgypt.org

Conducting correlation seminars in basic sciences at KIST Medical College, Nepal

PubMed Central

2011-01-01

KIST Medical College is a new medical school in Lalitpur, Nepal. In Nepal, six basic science subjects are taught together in an integrated organ system-based manner with early clinical exposure and community medicine. Correlation seminars are conducted at the end of covering each organ system. The topics are decided by the core academic group (consisting of members from each basic science department, the Department of Community Medicine, the academic director, and the clinical and program coordinators) considering the public health importance of the condition and its ability to include learning objectives from a maximum number of subjects. The learning objectives are decided by individual departments and finalized after the meeting of the core group. There are two student coordinators for each seminar and an evaluation group evaluates each seminar and presenter. Correlation seminars help students revise the organ system covered and understand its clinical importance, promote teamwork and organization, and supports active learning. Correlation seminars should be considered as a learning modality by other medical schools. PMID:22066033

Development and Implementation of a School-based Obesity Prevention Intervention: Lessons Learned from Community-Based Participatory Research

PubMed Central

Uyeda, Kimberly; Bogart, Laura M.; Hawes-Dawson, Jennifer; Schuster, Mark A.

2010-01-01

Background National, state, and local policies aim to change school environments to prevent child obesity. Community-based participatory research (CBPR) can be effective in translating public health policy into practice. Objectives We describe lessons learned from developing and pilot testing a middle school-based obesity prevention intervention using CBPR in Los Angeles, California. Methods We formed a community–academic partnership between the Los Angeles Unified School District (LAUSD) and the UCLA/RAND Center for Adolescent Health Promotion to identify community needs and priorities for addressing adolescent obesity and to develop and pilot test a school-based intervention. Lessons Learned Academic partners need to be well-versed in organizational structures and policies. Partnerships should be built on relationships of trust, shared vision, and mutual capacity building, with genuine community engagement at multiple levels. Conclusion These lessons are critical, not only for partnering with schools on obesity prevention, but also for working in other community settings and on other health issues. PMID:20208226

Recruitment Strategies and Lessons Learned from the Children's Healthy Living Program Prevalence Survey

PubMed Central

Fialkowski, Marie K.; Yamanaka, Ashley; Wilkens, Lynne R.; Braun, Kathryn L.; Butel, Jean; Ettienne, Reynolette; McGlone, Katalina; Remengesau, Shelley; Power, Julianne M.; Johnson, Emihner; Gilmatam, Daisy; Fleming, Travis; Acosta, Mark; Belyeu-Camacho, Tayna; Shomour, Moria; Sigrah, Cecilia; Nigg, Claudio; Novotny, Rachel

2016-01-01

The US Affiliated Pacific region's childhood obesity prevalence has reached epidemic proportions. To guide program and policy development, a multi-site study was initiated, in collaboration with partners from across the region, to gather comprehensive information on the regional childhood obesity prevalence. The environmental and cultural diversity of the region presented challenges to recruiting for and implementing a shared community-based, public health research program. This paper presents the strategies used to recruit families with young children (n = 5775 for children 2 – 8 years old) for obesity-related measurement across eleven jurisdictions in the US Affiliated Pacific Region. Data were generated by site teams that provided summaries of their recruitment strategies and lessons learned. Conducting this large multi-site prevalence study required considerable coordination, time and flexibility. In every location, local staff knowledgeable of the community was hired to lead recruitment, and participant compensation reflected jurisdictional appropriateness (e.g., gift cards, vouchers, or cash). Although recruitment approaches were site-specific, they were predominantly school-based or a combination of school- and community-based. Lessons learned included the importance of organization buy-in; communication, and advance planning; local travel and site peculiarities; and flexibility. Future monitoring of childhood obesity prevalence in the region should consider ways to integrate measurement activities into existing organizational infrastructures for sustainability and cost-effectiveness, while meeting programmatic (e.g. study) goals. PMID:29546153

Recruitment Strategies and Lessons Learned from the Children's Healthy Living Program Prevalence Survey.

PubMed

Fialkowski, Marie K; Yamanaka, Ashley; Wilkens, Lynne R; Braun, Kathryn L; Butel, Jean; Ettienne, Reynolette; McGlone, Katalina; Remengesau, Shelley; Power, Julianne M; Johnson, Emihner; Gilmatam, Daisy; Fleming, Travis; Acosta, Mark; Belyeu-Camacho, Tayna; Shomour, Moria; Sigrah, Cecilia; Nigg, Claudio; Novotny, Rachel

2016-01-01

The US Affiliated Pacific region's childhood obesity prevalence has reached epidemic proportions. To guide program and policy development, a multi-site study was initiated, in collaboration with partners from across the region, to gather comprehensive information on the regional childhood obesity prevalence. The environmental and cultural diversity of the region presented challenges to recruiting for and implementing a shared community-based, public health research program. This paper presents the strategies used to recruit families with young children (n = 5775 for children 2 - 8 years old) for obesity-related measurement across eleven jurisdictions in the US Affiliated Pacific Region. Data were generated by site teams that provided summaries of their recruitment strategies and lessons learned. Conducting this large multi-site prevalence study required considerable coordination, time and flexibility. In every location, local staff knowledgeable of the community was hired to lead recruitment, and participant compensation reflected jurisdictional appropriateness (e.g., gift cards, vouchers, or cash). Although recruitment approaches were site-specific, they were predominantly school-based or a combination of school- and community-based. Lessons learned included the importance of organization buy-in; communication, and advance planning; local travel and site peculiarities; and flexibility. Future monitoring of childhood obesity prevalence in the region should consider ways to integrate measurement activities into existing organizational infrastructures for sustainability and cost-effectiveness, while meeting programmatic (e.g. study) goals.

Facilitation for Professional Learning Community Conversations in Singapore

ERIC Educational Resources Information Center

Salleh, Hairon

2016-01-01

Professional Learning Community (PLC) has steadily grown in importance over the last decade. The growing importance of PLCs lies in its potential to act as a lever for school-based curriculum development and innovation so as to provide diverse learning experiences to satisfy broader learning outcomes beyond academic achievements (e.g., the…

Teacher Collaboration and Student Learning in a Professional Learning Community

ERIC Educational Resources Information Center

Vaughan, Mary Elaine

2013-01-01

Researchers have endorsed teacher collaboration within a professional learning community (PLC) that is focused on student learning. Despite these research-based endorsements, several Algebra 1 teachers in a southeastern high school implemented components of a PLC with little or no results in student achievement. The purpose of this study was to…

Learning Analytics for Communities of Inquiry

ERIC Educational Resources Information Center

Kovanovic, Vitomir; Gaševic, Dragan; Hatala, Marek

2014-01-01

This paper describes doctoral research that focuses on the development of a learning analytics framework for inquiry-based digital learning. Building on the Community of Inquiry model (CoI)--a foundation commonly used in the research and practice of digital learning and teaching--this research builds on the existing body of knowledge in two…

GeoMapApp Learning Activities: A Virtual Lab Environment for Student-Centred Engagement with Geoscience Data

NASA Astrophysics Data System (ADS)

Kluge, S.; Goodwillie, A. M.

2012-12-01

As STEM learning requirements enter the mainstream, there is benefit to providing the tools necessary for students to engage with research-quality geoscience data in a cutting-edge, easy-to-use map-based interface. Funded with an NSF GeoEd award, GeoMapApp Learning Activities ( http://serc.carleton.edu/geomapapp/collection.html ) are being created to help in that endeavour. GeoMapApp Learning Activities offer step-by-step instructions within a guided inquiry approach that enables students to dictate the pace of learning. Based upon GeoMapApp (http://www.geomapapp.org), a free, easy-to-use map-based data exploration and visualisation tool, each activity furnishes the educator with an efficient package of downloadable documents. This includes step-by-step student instructions and answer sheet; an educator's annotated worksheet containing teaching tips, additional content and suggestions for further work; and, quizzes for use before and after the activity to assess learning. Examples of activities so far created involve calculation and analysis of the rate of seafloor spreading; compilation of present-day evidence for huge ancient landslides on the seafloor around the Hawaiian islands; a study of radiometrically-dated volcanic rocks to help understand the concept of hotspots; and, the optimisation of contours as a means to aid visualisation of 3-D data sets on a computer screen. The activities are designed for students at the introductory undergraduate, community college and high school levels, and present a virtual lab-like environment to expose students to content and concepts typically found in those educational settings. The activities can be used in the classroom or out of class, and their guided nature means that the requirement for teacher intervention is reduced thus allowing students to spend more time analysing and understanding geoscience data, content and concepts. Each activity is freely available through the SERC-Carleton web site.

Sustaining Change: Successes, Challenges, and Lessons Learned from Twenty Years of Empowering Students through Community-Based Learning Capstones

ERIC Educational Resources Information Center

Kerrigan, Seanna M.

2015-01-01

More than four thousand students engage in the community-based learning capstone program every year by enrolling in one of 240 senior-level courses that culminate their undergraduate education. In this article, the author shares the context and history of the program, its foundational principles and processes, and the nuts-and-bolts details of the…

A First Grade Chinese Student's Self-Efficacy Beliefs about Learning English in American Classrooms and a Chinese Community

ERIC Educational Resources Information Center

Wang, Chuang

2007-01-01

Through a single case study and from the interpretive paradigm, the author described a first-grade student?s self-efficacy beliefs about learning English in various English language learning tasks and across school-based and home-based contexts. The student came from China and had been living in a Chinese community in the United States for one…